JM UNIVERSITY OF CALIFORNIA AT LOS ANGELES '^ SYLLABIS OF LECTL'RES ON THE HISTORY OF EDUCATION WITH SELECTED BIBLIOGRAPHIES ELLWOOD P. GUBBERr>EY Associate Professor of Education, Leland Stanford Junior University, California. // 633 Xrlu Yoffe: THE MACMILLAN COMPANY LONDON: MACMILLAN A CO., Ltd. 1902 Copyright, 1902, by ELLWOOD P. CUBBERLEY. PRESS OF l*t NEW ERA PRINTING COMPANY tANCASTER, PA. library PREFACE. The present is a revision of a Syllabus of Lectures nsed during the past three years -with a class in the History of Education. In revising it for printing I have made such changes in arrangement and such additions and omissions a.s an experience of three years has seemed to indicate desirable. It is hoped that in this new form the Syllabus and appended bibliographies will prove useful as a practical guide to librarians, teachers, and individual students. The Syllabus is based on a combination of the lecture and libi'arj' methods, with occasional class discussions and reports. Instead of confining students to a few text-books, the aim has been to give them breadth of view by familiarizing them with the literature of the subject, and to provide some training in methods of independent work. An attempt has been made to study the history of education as a phase of the history of civilization. Accordingly a close connection has been maintained between the history of the civilization of a people and the ideas on and progress of education among them. Significant political events, changes in religious ideas, the attitude of the leaders toward the great problems, the progress of scientific discovery and invention, and the rise and progress of the scientific method and national spirit have been considered as a back-ground for the study of the history of educational theories and practice. An attempt has also been made to separate what was mere theory from what was actual practice, what was particular or local from what was general ; to give some coherence to that confusing period between the Protestant Revolt and the nineteenth century; to set the work of the theorists and the reformers in a proper relation to one another and to the times in which they lived, and to point out how far they have influenced the present ; and finally, to sketch the great organizing movements of the nineteenth century, taking Germany, France, and England as types. Only the slightest outline of the history of education in America is given, just enough to show the relation of the European development to our own, this subject being dealt with in another course. Such a course of lectures must, for the present at least, be built up by the lecturer. To do this economically, both for his students and himself, a Syllabus of the lectures, with names, dates, and careful citations to authorities, is a neces- sity. The Syllabus is an abstract, telling much in some places and almost nothing in others, which the lecturer amplifies to a certain extent. The work of the student is to read and back up this outline. In any course which deals largely with concrete facts, such as the History of Education, the History of Economic iv PREFACE. Theory, School Hygiene, Economic Geology, etc., and which has not been fully organized and reduced to standard text-books, or the data of which is constantly changing, a Syllabus is of particular value. In such subjects not only can a third to a half more work be done with a class by the use of an outline Syllabus, but it can also be done better than can a smaller amount under the method usually employed. With a Syllabus the student starts with the advantage of knowing just what is to be done and how to find the materials in a library witli which to work. He spends his energies in working to a purpose. Proper names, dates, important facts, names of authors, the titles of books are all down in his working outline. No class time is' wasted in copying such information from dic- tation, and no vexatious delays occur at the library from having misunderstood a title or misspelled a proper name. In the class note-taking the student is freed from the necessity of attempting to make an abstract of the lecture, and can con- centrate his attention more fully upon what the lectiTrer says, such notes as are taken being in the nature of an amplification of the outline or of noting points to be looked up while reading. Much of the class note-taking done by students, in courses where they have no text-book or outline to follow, is not particularly profitable. The notes are usually an imperfect abstract of the lecture, points of minor importance are often exaggerated out of all proportion to their value, statements are frequently misunderstood, and t)ie student not infrequently leaves the lecture room with a hazy conception of existing relations. With a Syllabus to follow, the class note-taking will be done much more intelligently and profit- ably. A good Syllabus tends largely to remedy the defects of the lecture method. All that the Syllabus contains the student has to begin with. It becomes his text- book for the course, with the great advantage over a text-book in that it does not tell what the student ought to be finding out for himself. It is a means of making the work much more thorough and effective, though not necessarily easier to do. Finally, a logically arranged Syllabus, with reading notes, forms a basis for the best form of review. A word should be said as to the many dates given and the length of the bibliographies. Numerous dates have been inserted throughout the Syllabus, not with the idea of having the students memorize them, but that, being constantly before their eyes, they may come to have a clear idea of the chronological sequence of events and the cross-sections, if I may use such an expression, of European history. In the bibliographies many more references have been given than any student can expect or be expected to read. The object of giving so many citations is threefold : First, to indicate a sufficient number that each student may be able to obtain and read two or three good authorities; second, to familiarize students with the available literature of each subject and provide teachers with a key to the same; and third, to give sufficient bibliographical information on each topic to enable students to work up the required semester PREFACE. V reports. It naturally follows that a number of brief references have been intro- duced in the Syllabus, such as in Section XXIV, division V, 8, a, "What Braunschweig did. (Baumeister, I, Pt. 1, 93-99, 164-167; Koldeway, I, xlvi- Ixxxix, II, xl-lxx; Kegener, 86-91)," for the purpose of referrino: teachers and advanced students to important literature and without the intention of going into details concerning these points in the lecture or of requiring students to read the works cited. By adding new titles as the books appear the bibliographies may be made still more useful. To give some idea as to the nature and value of the literature cited the titles have been arranged in groups. In talking up each new section more detailed information as to the nature and value of each book or article should be given by the instructor. It is a part of a college student's education to become familiar with books, to know the best that has been written on the subjects he studies, and to become somewhat familiar with the books themselves. The student in the old college who could browse about in the library had an immense advantage over the university student of to-day, who seldom gets nearer the stacks than the card catalogue. AVhile the administration of a large library of necessity requires that the stacks be closed to the student body, it is none the less a misfortune to the individual student, and makes it all the more necessary that the instructor should provide the student with the bibliographies w'hich he can no longer pre- pare, even in part, for himself. The great mass of literature at present avail- able also makes it advisable that students and teachers be provided with a time- saving key. With reference to the method followed in presenting the topics, as well as the subjects considered in or omitted from the Syllabus, I can only say that the present form has so far seemed to me to be the best one to follow. That I have emphasized points which others may consider of minor importance, and have omitted points which others would have inserted, I have no question. It is part of the fate of one who attempts to trace the history of intellectual progress that "he must submit," as Mr. Symonds says, "to bear the reproach of having done at once too little and too much." Ellwood p. Cubberley. Stanford University, California, 1902- TABLE OF CONTENTS. PART ONE: FIRST SEMESTER. Page. I General Bibliography 1 II Value a^d Place of the History of Education 6 III Ancient Egyptian Education 8 IV Education in Ancient Chaluea, Assyria, and Babylonia 10 V India and the Ancient Hindus 12 VI Chinese Education 1"* VII Ancient Persian Education '^'^ VIII Early Hebrew Education 1^ IX Greek Edlcation 23 A Modifying Influences and General Charaeteiisties 23 B Education among the Early Greeks 24 C Dorian, or Spartan Education 24 D Ionic, or Athenian Education 25 E Later Greek Education ^^ X Roman Education ^° A Modifying Influences; Characteristics of the Romans 36 B Education in the Early Period [r)()9-148 B. C] 37 C Education in the National Period [148 B. C.-180 A. D.] 38 D The Period of Decadence Z*"^ XI Early Christian Education ^" XII The Barbaric Invasions: Formation of the Nations: Christianizing the Barbarians : Preserving Learning ^^ XIII England and Ireland During the Early Middle Ages 62 XIV The Revival Under Charlemagne and Alcuin 67 XV Education from the 9th to the 13tii Centuries 71 - ^ XVI Higher Learning During the Middli. Ages: The Seven Liberal Arts 76 NVII Arab Learning [800-1200 A. D.] ^^ A Intellectual Advances of the Saracens. 80 B Condition of Christian Europe at the Time 82 X\11I Important MovEMfcNTS of the 10th to the 13th Centi ries 87 A Feudalism: Evolution of the Common Man 87 B Chivalry : Education of the Knight 87 C The Crusades : Revival of Commerce °" D Rise of the Free Cities : Burgh Schools 89 vii Vlli TABLE OF CONTEXTS. Page. XIX Scholasticism 92 XX PiiSE OF THE Universities 98 XXI The Revia^al of Learning 109 A In Italj' 109 B In the Netherlands and Germany 112 C In England 115 D Influences aiding the Revival 116 XXII Schools Before the Reformation 122 PART TAYO: SECOND SEMESTER. XXIII The Protestant Reformation 130 XXIV The Reformation and Education in Germany 134 A Martin Luther and his Work 134 B Melancthon's Work : State Educa-tion 136 C Work and Influence of John Sturm 139 D The Ritterahademieen 140 XXV The Counter Reformation : The Jesuits 143 XXVI Three Early French Realists 147 A Pierre Ramus 147 B Francois Rabelais 147 C Eyquem de Montaigne 149 XXVII Theory and Practice in France in the 17th Century 151 A The Jansenists 151 B Fenelon 153 C La Salle and Primary Education 154 D RoUin's Picture of Higher Education 156 XXVIII Education in England, 15th to the 18"th Centuries 158 XXIX Some Early^ English Theorists 165 A Ascham, the Humanist 165 B Milton, the Verbal-Realist 167 C Mulcaster, the Realist 168 D Some Early English Realists 170 XXX The New Scientific Method 172 XXXI Two 17th Century Innovators 178 A Wolfgang Ratichius 178 B Johann Amos Comenius 179 XXXII The Appeal to Nature 187 A John Locke 187 B Jean- Jacques Rousseau 190 XXXllI The Revolution and Education in France 195 TABLE OF COyXEMS. IX Paoe. XXXIV The 18th Century in Geumany 200 A Influences at Work 200 B Administrative Rofoi ins in Prussia and Austria 203 C Johann Bciuard Basedow and the Philantliropinum 207 XXXV The Psycholcgical Conception of Education 210 A Johann Heiniich Pestalozzi 210 B Johann Friedrich Herbart 219 C Fricdricli Wilhelm August Froebel 224 XXXVI The Question of Educational Values 231 A Herbert Spencer's Essay 231 XXXVII The 19th Century in Germany 233 XXXVIII The 19th Century in France 244 XXXIX The 18tii and 19tii Centuries in England 262 XL European Influences Acting on American Edication 282 A Early Foundations 282 B Later English Influence 284 C French Influence 289 D German Influence 290 E Selected Statistics 292 F Bibliography 297 Appendix A. Class and Semester Reports. Index. TABLE OF ILLUSTRATIONS, MAPS, AND CHARTS. PART ONE: FIRST SEMESTER. Page. An Athenian School 27 Groundplan of the GyninaMiuin at Epliesos 29 Roman Schools — A Lesson; Declamation; and Punishment 40 A Later Roman School 42 Scrolls and Bookcase 43 JNIap : Europe in the Fourth Century 54 Map : Europe in the Time of Charlemagne 55 A Monk in a Scriptorium 59 A Mediaeval Writer 59 Map : A MediBeval Map of the World 65 Map : Church Centers in the Time of Charlemagne 66 An Outer Monastic School 72 Interior of a Norman School : 12th Cent iiry 73 A Mediaeval School 74 The Medieval System of Education Summarized 78 Chart : The Cniversitics of the iliddle Ages S)(j Map : The Mediaeval University Towns 97 Bas-Relief at the University of Pavia • 99 A Lecture on Civil Law 100 Heinricus de Allemagni reading Ethics 102 Library of the University of Leydcn 104 A School L1493-14!)oJ Ill Bookcase and Desk, Florence " 1 17 A Mediajval School 122 A School of Mendicant Monks 123 A School [1338-1344] 124 A School [Caxton, 14S] ] 125 A French School [1528] 12(5 A School [1505] 127 xi xii LIST OF ILLVSTRATIOXS, MAPS, -4.\Z) CHAHTS. PART TWO: SECOND SEMESTER. Page. Map : Result of the Protestant Revolt 132 Luther Giving Instruction 135 A Schoolroom in the 16th Century 13ft A Primary School of the 10th Century 138 Map: Showing the Spread of Jesuit Schools in German Territory by the Year 1725 145 Title-page of Hornbye's Horn-Book [1622] 158 The Free School at Harrow 161 A Horn-Book 162 Seal of Louth Grammar School 165 Grantham Free Grammar School 175 A School in Comenius' Time 181 A French School Before the Revolution 197 An 18th Century German School 204 Pestalozzi at Stanz 212 Chart of German School System 238 Chart : Elementary Education in France . . 253 Chart: The French System of Education as Exemplified in Paris 254 A Typical School Room in a French Primary School 255 Gravel Lane Charity School, Southwark '^62 The Monitorial System of Instruction 264 Interior of the Central School of the British and Foreign School Society 265 Chart: Expenditure from the Education Grants in Great Britain, 1839-1870 268 Chart : Work of the School Boards in providing School Accommodations 271 Chart: Income and Expenditures for Elementarv Schools 272 I GENERAL BIBLIOGRAPHY. //839 I GENERAL HISTORIES OF EDLX'ATION. Barxaud, Henry. German Teachers ami Educators. (18G3.) Barnard, Henry. English Pedagogy. (18G2. ) Barnard. Henry, liaumcr's German Universities. (18.)9.) Barnard, Henry. Pestaloz~i and Pestalozzianism. (1859.) Baumeister, a. Handhuch dcr Erziehungs- und Vntcrrichtslchrc fiir hoherc Schulen; Vol. I, Pt. 1, on Geschichtc dcr Piidagogil-, by T. Zeigler (1895). Browning, Oscar. Introduction to Educational Theories. (1885.) CoMPAYRE, Gabriel. History of Pedagogu. (Trans, by Payne, 1885.) Davidson^, Thomas. History of Education. (1900.) DiTTES, Fr. Geschichtc der Erziehung und des Unterrichtes. (9th Ed., 1890.) Also bound in Dittes' Schule dcr Padagogik, pp. 769-1040. (Gth Ed., 1901.) Hailman, W. N. History of Pedagogy. ( 1874.) Kayser, Joh. Kchrcin's Uberhliclc der Geschichie der Erziehung und des Untcr- richts. (9tli Ed., 1890.) Munroe, Jas. p. The Educational Ideal. (1895.) Painter, F. V. N. History of Education. (1886.) Paulsen, Fr. Geschichtc des gelchrten Unterrichts. (2d Ed., 2 V., 1896.) Payne, Jos. Lectures on the History of Education, TVorA-s, Vol. II. (1892.) Plath, Julius. Schorn's Geschichtc der Padagogik. (19th Rev. Ed., 1899.) Quick, R. H. Essays on Educational Reformers. (Rev. Ed., 1890.) Raumer, Karl von. Geschichte der Padagogik vom u-iederaufhliihen klassiker Studicn. (5th Ed., 1877-80.) Translated in Barnard, above. ^ Regener, Fr. Skizzen zur Geschichte der Padagogik. (1898.) » "^ Schiller, Herm.\nn. Lehrhuch der Geschichte der Padagogik. (2d Ed., 1891.) I SCHMID, K. A. Geschichtc dcr Erziehung vom Anfang an bis auf unserc Zeit. (4 N Vols., 1884-1896.) Schmidt, Dr. Karl. Geschichtc der Padagogik. (4 Vols., 4th Ed., 1878-1886.) ^•^'Seeley, Levi. History of Education. (1899.) Stein, Lorenz. Das Bildungsicesen. (1884.) Often bound as Vols. V, VI, and VIII of his Die Verualtungslchrc. ^ Williams, S. G. History of Modem Education. (2d Ed., 1896.) Of the general histories mentioned in the above list, Barnard, ^Munroe, Quick, Paulsen, LMath, Raumer, and Williams cover only the period since the Renaissance. Of the histories in English, Compayre, Davidson, Munrce, and Quick, will be found most useful, considered as a whole. The primers by Browning and Hailman are good. Alunroe and (,>|uick are the best on the modern reformers. Schmidt is no longer of value, thougii often found in lilirarics. Williams is good on some tO])ics and worthless on others. Painter, Payne, and Secley are very unsatisfactoiy, and are not referred to in the Syllabus. Of the German texts, Baumeister, Paulsen, and Schmid are standards. Raumer, due to tlie English translations by Barnard, is still quite valuable. Stein and Kayser are also good. Of the short (German histories, the ones by Dittes, Plath, Regener, and Schiller are among the best. These four and Baumeister have been cited throughout the Syllabus, and will afford students good practice in rcadinir easy German. 1 GEXERAL BIBLIOGRAPHY List den II GENERAL BIBLIOGRAPHIES OF THE HISTORY OF EDUCATION. BuissoN, F. Repertoire des ouvragcs pcdagogique du XVI * Steele. In INIusee Peda- gogique, Memoires et documcnis sclwlaiies, Xo. 3 (1886). Supplement, No. 25 (1887). BuissoN, F. Dictionnaire de pcdagogie et d'instruetion primaire, Part I, tome 1, pp. 194-251. List of French educational works, 1491-1878 A. D. Columbia University. Catalogue of Books on Education in the Libraries of Colum- bia University. (1901.) CoMENius Stiftuxg. Katulog der pitdagogischen CcntralbibliofheJ:. (1892.) of 00,000 titles, mostly German. Hall, G. Stanley. Bibliography of Education. (1886.) HuNZiKER, O. Katalog der Bibliothelc des Pestalozzianums zu Ziirick. (1894.) KehrbacHj K., editor. Das gesamte Erziehungs- und Unterrichtsicesen in Landern deutscher Zunge. (Quarterly; Vol. I issued in 1899.) Monroe, Paul. Svllahiis of Lectures on the History of Education. (1900.) Monroe, Will S. Bibliography of Education. (1897, Intern. Educ. Series.) MuNROE, Jas. p. The Educational Ideal, pp. 233-247. (1895.) MusEE Pedagogique. Catalogue des ouvrages et documents. (2 Vols., 1886; Sup- plement, 1889.) Poole, W. F., and Fletcher, W. I. Index to Periodical Literature. (3rd Ed., to 1882; 1st Supplement, 1882-1887, Vol. Ill, 1887-1892.) Poole, W. F., and Fletcher, W. I. A. L. A. Index to Periodical Literature. (2d Ed., to Jan. 1st, 1901.) Poole, W. F., and Fletcher, W. I. Annual Literary Index, yearly, 1892-1902. South Kensington Mushum. Catalogue of the Education Library. (1893.) U. S. Com. of Educ. Bibliographj' of German books on the History of Education; in Report, 1893-1894, 1, 306-308. (93 titles.) U. S. Com. of Educ. Catalogue of Publications of the Bureau, 1867-1895; in Report, 1894-1895, II, 1821-1828. U. S. Com. of Educ. Index to Barnard's Ain. Jr. of Education. (1892.) Van Der Ley, P. H. Catalogus van de Pcedagogische Bibliotheck van hat yeder- landsch Onderivijzers-Cenoolschap. (1891.) Wolter, August. Padagogishes Vademekum, pp. 28-41. (1892) 225 titles. Wyer, J. I., and Lord, I. E. Educational Revieic, April, 1900, 1901, and promised for April of each year to come. Sonnenschein. Cyclopedia of Education. Short liihl., pp. 529-540. References to additional Bibliographies will be found under subject headings in the Syllabus. The Columbia Catalogue is the most useful of all the list. Wyer & Lord, Poole & Fletcher, and Kehrbach are good to keep up with the new literature. Kehrbach is excellent, most of the articles being described and valued. Hall and Monroe (W. S.) should be in all libraries for reference, though the former is old and the latter is unsatisfactoiy and sometimes inaccurate. Monroe (P.) is a selected bibliography of the history of education rather than a syllabus. The museum and library catalogues will be useful to those investigating special subjects. Ill MISCELLANEOUS COLLECTIONS OF WRITINGS AND SOURCES. ^ Butler, N. M., editor. Great Educator Series. 11 V. (1892-1901.) Frohlich, G., editor. Die Klassiker der Piidagogik. 20 Vols., 1887-1900. {Klass. der Pad.) Harris, Wm. T., editor. International Educational Series. 50 Vols., 1880-1901. GENERAL UlBLlOaliAl'HY. 3 ^Heath, D. C. & Co. HcailCs Pedagogical Libniry ,Scncs. 37 Vols., 1885-1901. I.SKAEL, August, editor. Sanimluitg srltni gcirordcncr pUdagogischcr Schriften dcs 16 und n Jahrhtinderts. 13 numbers, 1879-188G. (i^am'l. Pad. Schr.) Kkiirbach, K., editor. Mouiimoita Gcnnania Ptcdagogica. 22 Vols., 1886-1901. {Moil. (lenn. Pcvd.) Klxz, F. X., editor. Bibliothck dcr hathulischcn Padagogik. 13 Vols., 1888-1901. (Bibl. Kath. Pad.) LiNDER, G. A., editor. Piidagogische Klassiker. 18 Vols., 1877-1888. (Piid. Klass.) Manx, Fr., editor. Bibliothck pddagogischer Klassikei: 39 Vols., 1870-1900. (Bibl. Pad. Klass.) V MoxROE, Paul. Source Book for the History of Education for the Greek and Roman Period. (1901.) IMisliK, Pedagogique. Mcmoires ct documents scholaires. A collection of 114 mono- graphs, 18S4-1889. (Mem. et Docs. Schol.) RiCHTER, Albert, editor. Neudrucke piidagogischcr Schriften. 15 parts, 1890-189(5. (Neud. Pad. 8chr.) PviCHTER, Kakl, editor. Piidagogische Bibliothck. 16 Vols., 1878-1881. (Pad. Bibl.) ScHULZ, B., Gaxsen, J., and Keller, A. Sammlung der bedeutendsten piida- gogischen Schriften aus alter und neuer Zeit. 26 Vols., 1888-1900. (Sam'l. Bedcut. Piid. Schr.) SouQUET, Paul. Les ccrivains pedagogique du A'F/« siecle. (3rd Ed., 1897.) Warner, Chas. D. Library of the World's Best Literature. 30 Vols., 1898. The volumes belonging to the above collections will be referred to throughout the Syllabus wherever they apply, with the exception of Souquet, the extracts of which are too short to be of any particular value, and Warner. The latter may be found in almost all libraries, and often contains good translations, in whole or in part. Where accessible it is always worth consulting when properly edited editions are not at hand. The collections edited by A. Richter and by Israel contain valuable reprints of old works, and should be in every university library. IV CYCLOPEDIAS. BuissoN, F. Dictionriaire de pedagogie et d' instruction primaire. Two parts, each in 2 Vols. Pt. I contains the historical articles. (1886-1887.) Encyclopedl-v Britannica. 9th Ed. (Enc. Brit.) Kiddle, H., and Sciiem, A. J. Cyclopedia of Education. (1883.) Lindner, G. A. EncyklopUdisches Eandbuch der Erziehungskunde, mit besonderer Berucksightigung des Volksscliuhcesen. 1 Vol. (1884.) Rein, Geo. W. EncyklopUdisches Handbuch dcr Piidagigik. 7 Vols. (1895-1899.) Sander, F. Lexikon der PUdagogik. 1 Vol. (1889.) SCHMID, K. A. Encykloptidie dcs gesammten Erzichungs- und L'nlvrrichtsivcscn. 2d Ed., 10 Vols. (1876-1887.) SciiMiD, K. A. Piidagogische Handbuch filr Schulc und Haus. 2d Ed., 2 Vols. (1S83-18S5.) Sonnensciii.in's Cyclopedia of Education, A. E. FLErciiER, editor. 1 Vol. (1889.) The Britannica is usually worth consulting; its longer articles are good. Neither of the two English Cyclopedias of Education is of much value for historical purposes, though of the two Sonnonschein's is the better. Sander is of little value. Lindner has special reference to the ^'olksschnh•, with brief articles and good attached bibliographies. Of the larger works. Rein is tlie best. The articles are less dilTuse than in Schmid's larger work, and tiie bii>liographies are good. Schmid's (Irschichte dcr Erzichung is a better reference than his Encyklopadic. Buisson is good only for articles on J^'rance or Frenchmen. t GEXERAL BIBLIOGRAPHY. V CHRONOLOGICAL TABLES : DICTIONARIES OF EDUCATIONAL HISTORY. Fischer, Otto. Lebcn, Schriften, and Bcdeutiinr/ der icichtigstoi Plidagogen his zum Tode Pcstalozzi. (2d Ed., 1895.) FoERSTEE, Eduard. Tabcllen sur Geschichte der Piidagogik. (3rd Ed., 1899.) FuxKE, C. A. Handbiiclilein der Geschichte der Padagogik. (1885.) Patzold, W. Tahellen zur Geschichte der Padagogik. (1891.) Of the above Fischer is a valuable dictionary, and Foerster is a valuable chrono- logical key. Patzold is of little value, and Funke is quite inferior to Fischer. These works are useful only as dictionary references. VI HISTORICAL ATLASES. CoLBECK, C. The Public School Historical Atlas. (Sq. Bvo, 101 maps, 1885.) Droysen, Professor G. Allgemeiner Historischer Hand-Atlas. (Large folio, C4er- man explanatory text, 1886.) Freeman, Edw. A. Historical Geography of Europe. Part I, Text; Part II, His- torical Maps. (Royal Svo, 2d Ed., 1882.) Labberton. Historical Atlas. (4to, explanatory text.) Poole, R. L. Historical Atlas of Modern Europe. (Imperial 4to. 1900-1901.) PuTZGER, F. W. Historischer Schul-Atlas. The best of the cheap atlases. (Royal 8vo.) Droysen and Poole are magnificent library references atlases, with large well- executed maps. Putzger, Freeman, Labberton, and Colbeck, are cheap atlases, and are named in the order of merit. I'he maps in Putzger are very well executed. The maps in Freeman, though somewhat lacking in detail, are still very satisfactory. VII MAGAZINES, REPORTS, AND PROCEEDINGS. ^ American Journal of Education, edited by Henry Barnard. 31 Vols., 1855-1881. Index, published by U. S. Bureau of Education, 1892. {Barnard's Jr.) , Reports of the U. S. Commissioner of Education. 1SG7-8; 1870-date. In two vol- umes since 1888-89. (Rep. U. S. Com. Educ.) fJducation; a monthly journal, edited by Kasson & Palmer. Boston, 1881-date. 22 Vols., completed with June, 1902. Educational Review; a monthly journal, edited by Nicholas Murray Butler. Xew • York, 1891-date. 23 Vols., completed with May, 1902. {Educ. Rev.) Xeue Bahnen; a monthly journal, edited by H. Scherer. Wiesbaden, 1890-date. 12 Vols., completed with 1901. Continuation of Pcedagogium. Pwdagogium ; a monthly journal, edited by Fr. Dittes. Leipzig, 1879-1896. 18 Vols. Proceedings of the National Educational Association of the U. S. 1857-1901, except 1861, 1862, and 1878. Index, 1857-1897. National Teachers Association to 1870. {Proc. N. E. A.) School Review; a monthly journal of secondary education. Chicago, 1893-date. 9 Vols., completed with 1901. {8ch. Rev.) All of these journals have published historical articles from time to time, and are referred to in the Syllabus. Barnard's Jr., Neuc Bahnen, and Pcedagogium have been particularly rich' in historical articles. Journals and reports should be examined from time to time for new literature. GEXERAL BIBLIOGRAPHY. ^ VIII CITATIONS. (Capes, 26^1) — AH citations to authorities are inclosed in parentheses. |-1492]-1-A11 dates and explanatory statements are enclosed in brackets. Synonymous terms in foreign languages are in brackets and in italics. All titles of books are in italics. Where an article forms part of a book or a maga- zine, and both are given, only the title of the book or magazine is printed in italics. In calling for books at the library call only for the title printed in italics. In case the paging in the edition at hand does not correspond with the citation, as may happen with new or different old editions, consult the table of contents or the index. II VALUE AND PLACE OF THE HISTORY OF EDUCATION. I NATURE OF THE TEACHER'S WORK. 1 Tendency to limit ideas to a narrow circle, and professional activity to the elements of a few branches, leading to : a Narrow discussions of educational principles. b A one-sided view of education. 2 Corrective value of a thoi^ghtful study of the history of education. This should lead to : a A willingness to reconsider and revise, b Broad, unprejudiced, and unselfish views on educational questions and in the shaping of an educational policy. c A more exalted ideal of one's work, d Higher personal efficiency. 1) Efficiency increased by a knowledge of the history of one's art. 3 Need of a perspective in any field of labor. II EDUCATIONAL PROGRESS A GRADUAL EVOLUTION. 1 Progress marked by increasing adaptation to the physical and social environment. 2 Evolution in education has taken place through helpful influences extended downward, not through ignorance reaching upAvard. 4 The hope of the race must ever depend on increasing culture for the greatest number. III NATURE OF THE STUDY OF THE HISTORY OF EDUCATION. 1 The history of education a history of civilization. a The worth of a civilization determined by how thoroughly social and humanitarian influences have permeated the masses, not the classes. 1) Contrast between ancient and modern nations. 2) The submerged portion of the ancient populations. b The history of education a history of changing national ideals. 1) The slow stages of educational progress. 2 The history of education a study of the conscious or unconscious means employed for the perpetuation of national character and the pro- motion of public welfare, either social or religious. 6 VALUE AXD PLACE OF THE HISTORY OF EDUCATION. a Advances and retrogressions. b Gradual secularization of education and extension of State supervision. ^ 3 Value of the study from the standpoint of liberal culture, a Broader outlook and sympathy. b Willingness to labor and to wait. c One's ideals exalted through reverence for great teachers. 4 IMethods of studying the history of education. ■ 5 Place of the study in the teacher's training. a What a study of the history of education does not do for the teacher. IV SMALL INTEREST IX OBSCURE BEGINNINGS. 1 Little of value in educational history until after men substituted reflection for instinct and science and art for an animistic con- ception of nature. 2 Study of educational progress among primitive people, or those who have contributed little to the stream of European civilization, of only minor value, a Individual or national life as opposed to tribal existence. 1) An educational ideal, — a philosophy of life necessary, 2) Preservative vs. liberal education. 3 A distinct political or ethical conception necessary as a basis for a national system of education, a Consequent importance, in our study, of : 1) The political organization; classes in, and flexibility of society. 2) Status of family and social life. 3) The religious and moral conceptions of a nation. 4) Power and influence of the clergy. 5) State of scientific knowledge and investigation; tolerance toward new truths. 6) The national progress in education. 4 Early systems which are worthy of. a brief study. V REFERENCES. KlEiiLK, D. L. History of Eduealion: what it stands for; in School Rev., IX, 310-315. LArniE, S. S. Pre-Christirtn Eduealion, 1-8. Maxwell, W. H. Literature of Education; in Educ. Rev., II, 322-334. Payne, W. H. Practical Value of the History of Education; in Proc. N. E. A., 1889, 218-223. Williams, S. G. Value of tlie History of Education to Teachers; Ibid., 223-231. Ill ANCIENT EGYPTIAN EDUCATION. (tRawlinson, ch. iv; Schmid, I, 153-177; Stein, I, 1G7-171; Taylor, I, 15-32.) I POLITICAL, SOCIAL, AND RELIGIOUS INFLUENCES. (Laurie, 11-38; Maspero, ch. iv; Eenouf; Sayce, 58-72.) 1 Feudal character of the Egyptian State. (Erman, chs. v, vi.) a Unifying elements in EgjT^tian life, b Bureaucratic government. 2 The religion a combination of many elements. (Budge, chs. vi, ix; Erman, ch. xii.) a Nature of among: 1) The lower classes. 2) The higher classes. b Power and influence of the priestly class. 1) In developing the theology. 2) In political and social affairs. e Morality preceptive and dogmatic, — not philosophical. 1) Influence in developing a strong, manly type of character. 3 Social Conditions. (Maspero, 296-325.) a Partial caste system. 1) The three orders or estates. a) Power and condition of each, b Ability of the clever to rise, c Status of woman. (Erman, ch. viii.) II EDUCATION IN ANCIENT EGYPT. (Brassington, 17-25; Budge, ch. X; Erman, chs. xiv, xv; Laurie, 38-45; Rep. U. S. Com. Educ, 1894-1895, II, pp. 1798-1799.) 1 Based on the religion, morality, law and social customs of the land. a Emphasis placed on : 1) Practical intelligence. 2) Development of personality. 2 Nature of Egyptian education. a Elementary schools. 1) Elements of reading, writing and arithmetic. a) To whom open. Where found. IIow far general, b Advanced instruction. AJSiCIENT EGYPTIAN EDUCATION. 1) Reading and writing the hieratic and hieroglyphic char- acters, and mathematics. (Budge, ch. ii; Cajori, 9-15.) a) Where such schools were found. 2) These opened the way to the professions. a) How a lower class boy might rise. 3 The professions in Egypt. Higher learning. (Budge, ch. v; *Rawlin- son, I, ch. ix ; Sayce, 72-89 ; Smith, ch. ix, pt. v. ) a The scribe; his work and learning, b The architect; his training, c The physician ; nature of his attainments, d Singers ; dancers ; musicians ; jugglers. 4 Training for military life. 5 Education of the priestly class. a Exoteric and esoteric knowledge, b The priestly colleges. 6 Method; discipline. 7 No conscious social effort involved. (Laurie, 45^8.) a Technical vs. liberal purpose. Ill REFERENCES. 1 Secondary Authorities of First Importance. Budge, E. A. W. Dicellers by the Nile. Erman, Adolph. Life in Ancient Egypt. Laurie, S. S. Pre-Christian Education. /3 " 2j* *E,AWLiNSON, George. History of Ancient Egypt, I. Sayce, A. H. Ancient Empires of the East. ScHMiD, K. A. Geschichte der Erziehung, I. Smith, Philip. Ancient History of the East. Steix, Lorenzo. Das Bildungswesen, I. 2 Minor Secondary Authorities and General Works. Brassingtox, W. S. a History of the Art of Bookbinding. Cajori, F. A History of Mathematics. ^— /4>. Maspero, G. Dawn of civilization in the East. tPiAWLixsoN, George. Moses; His Life and Times. Rexouf, p. Le Page. The Religions of Ancient Egypt. Rep. Com. of Educ. Imber, on Ancient Egyjitian Education; in Rep. U. S. Com. Educ, 1894-1895, IL / /^^^//yf, Taylor, Henry Osborn. Ancient Ideals, I. Wilkinson, Sir J. G. Manners and Customs of the Ancient Egyptians. 3 Vols. (Pictures onlv of value.) ^y-Ls; 3/, 3i- 3*/^ ^3-^t.^ fc/, bL^bi--t.3^ (3 . UAjiAUxyyi^'XA^ If " /7 " '■ IV EDUCATION IN ANCIENT CHALDEA, ASSYRIA, AND BABYLONIA. (Laurie, 53-03; Scliniid, I, 137-153; Smith, ch. xvii.) I MODIFYING CONDITIONS. (Budge, chs. ix, x; fMaspero, eh. ix; Taylor, I, 32^5.) 1 Relation of Chaldea, Assyria, and Baljylonia to one another. 2 Mixed character of the religion. (*Sayce, ch. viii; fSayce, 145-157.) a Gradual elevation by the priesthood of the Lord of Hosts, the God of Battle, above the other gods, b Popular religion a crude polytheism. 1) Lack of a strong ethical element as a basis for education. 3 Family life and status of the wife. (*Sayce, chs. ii, iv.) a Polygamy and concubinage. b Lack of a strong moral basis for education. 4 Absence of the despotic caste system. a Political status of the masses. b Slavery practically a caste. (*Sayce, ch. vi.) 5 Country constantly disturbed by wars. a Effect of this. b Contrast Avitli Egypt. II NATURE OF UPPER-CLASS EDUCATION. (Budge, ch. viii; *Sayce, chs. iii, vii; fSayce, 157-173.) 1 Extensive education for the few. a Town libraries. [Brick tablets.] 1) Assur-bani-pal's work. (Brassington, 7-16; *Maspero, ch. xvi.) b State observatories and astronomers-royal. 1) Astrological tables, c Practical mathematics. (Cajori, 5-9.) d Technical and military training, e Medicine largely magic formula?. 2, For whom intended. 3 Probably royal as well as priestly and scribe schools. a Little known as to schools and teachers, b Probable nature of instructi { . •*Maspero, G. Life in Ancient Egypt and Assyria. fMASPERO, G. Dawti of Civilization in the East. •Sayce, a. H. Social Life Among the Assyrians and Babylonians. tSAYCE, A. H. Ancient Empires of the East. ScHiiiD, K. A. Geschichte der Erziehung, I. Smith, Philip. The Ancient History of the East. Taylor, He>^ry Osp.orx. Ancient Ideals, I. 2 General Works. Brassix'gtox, W. S. History of the Art of Bookbinding. Rep. Com. of Educ. Imber, on Influence of learning of the Chaldeans on the . Hebrews ; in Report, 1894-1895, II. /7^6 " / 7 f ^^ I TO I ^ ^ ^ '^ / V INDIA AND THE ANCIENT HINDUS. ^Compayre, 2-C; fDutt; Letounieau, 387-403; May, I, 3-13; Sclimid, I, 87-115; Stein, I, 171-174.) I RELIGION AND CASTE. (fDutt, chs. i-iii; Laurie, 157-166; LeBon, 283-333.) 1 Brahmanical caste system developed [1200-1000 B. C.]. 2 The castes in the State. (*Dutt, I, 228-246.) a Priests | Including- scholars and legislators]. b ]\Iilitary caste [Including executives], c Merchants [All who employed labor]. d Laborers. e A still loAver class. Social outcasts. Pariah. 3. Religious conceptions. (Taylor, I, ch. iii.) a A combination of shamanism, ancestor worship, and pantheism. 1) Transmigration; sacrifice; ritualism. 2) Moral aim absorption, — extinction; endless felicity, not Christian sacrifice, a) Little support for the moral life in such a religion, b Buddhism [500-262 li. (,'.] a reform movement. (fDutt, chs. iv-v; Tayhn*, I, ch. iv.) 1) Its equally despairing outlook. 4 Low position of woman. (*Dutt, I, 247-262; II, 89-107.) a Effect on educati(>n. II THE HINDU EDUCATIONAL SYSTEM. (fDutt, chs. i-iii: Laurie, 166-177.) 1 The priestly caste. a Extent and aim of higher education. (*Dutt, I, 263-271; II, 125-134.) b The priestly colleges. 1) What was taught in these, c Private schools. 2 The military and rk reliant castes. a Extent to which these might })artake of education. 3 Til" hd)oring class. a 'I'heir place in llic naticii. 4 The village commune in ('diication. 12 13 INDIA AXD THE ANCIENT HINDUS. 5 The position of woman. a Education of. b Exceptions. 6 Method of teaching. Ill REFERENCES. 1 Secondary Authorities. CHAjrBERLAiN, Wm. I. Education in India. ^ CoMPAYRf:, G. History of Pedagogy. Z "e? *DuTT, R. C. History of Civilisation in Ancient India. 3 Vols. fDuTT, R. C. The Civilisation of India. Laurie, S. S. Pre-Christian Education. ^ ^'~ (%% Letourneau, Ch. U evolution de I' education. ScHMED, K. A. Geschichte der Erziehung, I. Stein, Lorenzo. Das Bildungsicesen, I. 2 General W'orks. Le Bon, Gustave. Lcs civilisations de VInde. May, Sir Thos. E. Democracy in Europe, L l~f^ Taylor, Henry Osborn. Ancient Ideals, I. )ajJU--i , hij^ '-11 iu l>t--- ^^::jiiU^ Ic^-.^ /1^-,-^u ^ u^ ^-a.,^. \v;^;cu^ 7:Lc._.^e«:c:i^<^_2 <^-^±^^ ^^v^v^^v^ .Lr^^J-^r^^^ i^^^r^. ^^^XJ:, ^j.^j ISff. VI CHINESE EDUCATION. (Biot, see contents; Compayie, 11-13; Eiido; Hailman, Lect. i; Letourneaii, cli. x; May, I, 15-24; Payne, 3-8; Schmid, I, 59-87.) I INFLUENCES WHICH HAVE PREVENTED PROGRESS. (fDon- glas; Laurie, 10-4-120; Taylor, I, 45-57; Williams, I, chs. x, xi.) 1 Geographical isolation. 2 National self-conceit. 3 Nature of spoken language. 4 A literary language which crystallized in its early stages. 5 Personality of the individual over-shadowed by : a The family and the State. b The spirits of the dead. 6 Superstitious reverence for the past. a Antiquity a guarantee for truth. b Over-shadowing influence of Confucius [b. 551 B. C] ; Mencius [d. 317 B. C] ; and the Chinese Classics. (Eudo; *Legge, fLegge, I, 1-21, 91-113 ; Williams, I, ch. xi.) 1) Chow-Tsze's [d. 1200 A. D.] interpretation of the Classics still in use. 7 The "The Doctrine of the Mean," or "Just IMedium." (fLegge, I, 35-55.) 8 Absence of philosophical speculation or physical science. 9 A love of formalism and ritual. II RELIGIOUS AND MORAL IDEAS. (Laurie, 104-120.) 1 Conception of a Supreme Being and of a future life. 2 Knowledge with reference to virtue and morality. 3 Morality, social order, and propriety of conduct the fundamentals. 4 Sanctity of the family relation. (*Douglas, ch. x.) a Relation of husband and wife. b Relation of father and children. 5 Prudential virtue. Rules vs. feelings. Ill THE EDUCATIONAL SYSTEM. (Barnes; *Douglas, ch. ix ; Laurie, 120-126; Letourneau, ch. x; Williams, I, ch. ix.) 1 General education common for 4,000 years. a The present system began in the' second century B. C, and Avas fully organized by 700 A. D. 14 15 CHINESE EDUCATION. 2 Effect of Chinese ideas on education. 3 Have they a system of public education 1 4 Admission to civil and honorary service. IV THE EXAMINATION SYSTEM. (Barnes; Doolittle, I, chs. xv-xvii ; *Douglas, eh. ix ; Laurie, 126-134 ; *Martin, 39-56, 75-82 ; fMar- tin, 22-28; Williams, I, ch. ix.) 1 The preparation. Books studied. 2 The preliminary examinations. a Nature and frequency of. b Privileges granted to those who pass. 3 The departmental examinations. a Nature and frequency of. b Privileges granted to those who pass. 4 The provincial examinations. a Nature and frequency of. b Privileges granted to those who pass. 5 The Peking examination. 6 Numbers taking the examinations. 7 Powers tested by the examinations. 8 Rewards of success. 9 The callings open to an educated Chinaman. V CHINESE SCHOOLS. (Doolittle, I, ch. xv; Dresslar; Laurie, 134-145; Lee; *Martin, 57-84; flMartin; AVilliams, I, ch. ix.) 1 The school-master and the school. a Hours ; fees ; buildings ; etc. b Age and ceremony of admission. c Manner of instruction. 2 Course of Study. a Rigidity; rote work. b The three grades of instruction. 1) The first book or Primer, 2) The second book. 3) The Four Books and the Five Classics. 3 Method of instruction. a Earlier stages; reading and writing, b Higher stages. 4 Discipline. 5 Education of women. 16 CHIXESE EDUCATION. VI RESULTS OF THE SYSTEM. (Laurie, 145-151.) 1 Political and social results. 2 Characteristic qualities of mind of the Chinese. 3 Lack of an ideal human aim. 4 The system from our point of view. VII REFERENCES. 1 Sources. fLEGGE, James. The Chinese Classics. 7 Vol?. 2 Important Secondary Authorities. DooLiTTLE, Rev. J. Social Life of the Chinese. *DouGLAS, RoRT. K. Socicty in China. DRES.SLAR, F. B. Chinese Pedagogics in Practice; in Education, XX, 136-143. EuDO, H. Confucius and his Educational Ideals; in Proc. JV. E. A., 1893. Laurie, S. S. Pre-Christian Education. fof~/C^f. Lee, Yan Phon. When I teas a Boyin China. fLEGGE, James. The Life and Teachings of CMifiicius ; in The Chinese Classics, I. "Martin, W. A. P. The Chinese; their Educufw'n_, Philosophy, and Letters. t^tARTix, W. A. P. Education in China; in Circulars of Information, No. 1, 1877, U. S. Bu. of Educ. Williams, S. Wells. The Middle Kingdom. 3 Less Important Secondary Authorities. Barxes, E. and M. Historic Ideals and ^lethods of Chinese Education; in Studies in Education, 112-118. BiOT, E. Essai sur I'histoire de Vinstruction puhlique en Chine ct do la cor- poration dcs letf)'cs. CoMPAYRx:, G. History of Pedagogy. //~/3 Hailmax, W. N. History of Pedagogy. /^ -~ / io , Letourxeau, Ch. L'erolution de Veducaiion. Payxe, Jos. Lectures on the History of Education. ScHiriD, K. A. Geschiclite der Erziehung, I. 4 (General Works. fDovGLAS, R. K. Language and Literature of China. *Legge, James. The Religions of China. JIay, Sir Thos. E. Democracy in Europe, I. /(fi ^ 2. *f Taylor, Henry Osborx. Ancient Ideals, I. \ ^^ ^' '^'^^-^1 ^"^^^ ^^^^^ ^^h 3^^^ 3^ffP<:^5-?-^/;I]r. VII PERSIAN EDUCATION. (Compayre, 14-15; Laurie, 178-195; Letourneau, 403-414; Schmid, I, 115-137.) I THE PERSIAN GOVERNMENT. 1 Local autonomy granted to subject nations. 2 Toleration of foreign manners and religion, 3 Absence of the caste system. 4 Premium placed on personality and initiative. II THE PERSIAN CHARACTER. 1 Disposition toward humanity. Mercy; equity; and cheerfulness. 2 Strong family and national feeling. 3 Supreme virtues. 4 National religion a religion of light. a Freedom from idolatry among the better classes. (Sayce, 256- 270.) b Strong ethical elements. 5 Natural influence of these elements on the education of the young. 6 Significance of Persian life and education. III PERSIAN EDUCATION. 1 Nature of their system. 2 The plan of education. a The period of home education, b The period of public instruction. c The education of the upper classes. 3 Characteristics of early education. 4 Education and position of women. 5 Education of the Magian priesthood. 6 IMethod of instruction. IV REFERENCES. 1 Secondary authorities. CoMPAYR^;, G. History of Pedagogy. Ji-I^, Laurie, S. S. Pre-Christian Education. / %^~ X- ^ / Letourneau, Ch. L'4volution de l'6ducation. Sayce, A. H. The Ancient Empires of the East. Schmid, K. A. Geschichte der Erziehnng, I. -^ . J.„.IJj^^.'^-'""-" VIII HEBREW EDUCATION. (May, I, 32-40; Letourneau, 351-37!); Levy; Platli, 17-22; Sclimid, I, 294-333; Stein, I, 174-180.) I FIVE GREAT PERIODS IN HEBREW LIFE AND EDUCATION. (Leipziger, 187-197; Marcus, pt. 1; Simon, pt. 1; Strassburger, 1-2-1 ; Taylor, II, chs. xvii, xviii, ix. ) 1 Preceding the time of Moses. a Character of the people. 2 From the Exodus [1493 B. C] to the death of Samuel [1043]. (Deuteronomy, v, vi; Imber, 1801-5; Kent, 89-98; Laurie, 65-80.) a The educational and Political reforms of Moses. 1) His exalted conception of God. b Education entrusted to the priests and Ijevites. 1) What they taught. 2) Priests gradually neglected their duty. c Samuel founded the school of the Prophets. 1) Importance of their work. d Nature of the education of the masses up to the time of Samuel. 3 Fnmi the death of Samuel [1043] to the return from Babylon [538]. (Imber, 1804-5; Kent, 196-206; Laurie, 80-83; Proverl)s, I.) a The reforms of Samuel short-lived. From the death of Solomon [976] to the captivity [721; 588] a period of civil dissensions and increase of ignorance. b The Jews in the schools of their captors. 4 From the return from Captivity [538] to the birth of Christ. (Laurie, 83-92.) a Priests and Scribes became the teachers of the people. 1) The priests neglected their priestly functions, for which they Avere called to account (Malachi, II, 1-12). 2) The synagotiues |c. 450 1 centers of instruction. Ezra's great open-air Bible class (Laurie, 86-88; Nehemiah, viii, 1-8.) 3) Sabbath schools among the Jews at this period. (Ellis.) b Ezra [c. 450] called "The Great Synod" together. Work of this assembly in establisliing schools. (Imber, 1806-8, 1818-20.) 1) Advances dui-ing this pei-icd. 18 19 HEBREW EDUCATION. c Learning and law now centered in the Scribes, or "Rabbins." (Laurie, 84-91.) 1) Their method of teaching. 2) Gradual growth of their power. 3) Licreasing extent of their learning. a) Greek studies in the third century, B. C. 5 After the birth of Christ. (Laurie, 92-95; Leipziger, 193-197.) a Work of Josue ben Gamala [c. 64 A, D.] in establishing free com- pulsory education. 1) Conception of education as a means of national regeneration and preservation. b First people to insist on the education of all. c Lasting effect of the religious and national training. II THE TALMUD: ITS CHARACTER, DIVISIONS, AND DxVTE. (Imber, 1808-10.) 1 The Mishnah. a Covers two centuries before and after Christ, b Written by the Rabbins after 70 B. C. 1) First edition, 190 A. D. 2) First critical edition, 270 A. D. 2 The Gemara. a Covers about three centuries from the close of the Mishnah. b Written about 500 A. D. Ill EDUCATIONAL MAXIMS FROM THE TALMUD. (, ■ 1 He who studies and teaches others possesses treasures and riches. "^ 2 He who has learned and does not impart his knowledge unto others disregards the Word of God. 3 It is not permitted to live in a place where there is neither master nor school. 4 Jerusalem was destroyed because her instructors were not respected. 5 If both the father and the teacher are threatened with any material loss the latter should be protected first. 6 As soon as the child begins to speak the father should teach him to say in Hebrew, " The law which Moses commanded us is the heritage of the congre- gation of Jacob," and, "Hear, Israel, the Eternal our God is one God." 7 The teacher should strive to make the lesson agreeable to the pupils by clear reasons, as well as by frequent repetitions, until they thoroughly understand the matter and are able to recite it with great fluency. 8 No man can acquire a proper knowledge of the Law unless he endeavors to fix the same in his memory by certain marks and signs. Let the honor of the pupil be as dear to thee as thine own. , ^ 10 He who gives instruction to an unworthy pupil will suffer for the consequences thereof. II The study of the Law is very important because it leads to good actions. He whose good actions exceed his wisdom, his wisdom shall endure. (ylA. Vv^A>t^»'..^ ^ ^.;{^ c..^^ ,jA^ KA^^tiAyL yj^ c,^ s .,,ei^^ K . ^ c^ . F, ^uliiyo K . /? ^/»--.--«>-'t/xA-<^xir»,^\^ 20 HEBREW EDUCATION. 12 Just as a man is bound to have his son instructed in the Law, so also should he have his son taught some handici'aft or profession. " Whosoever does not teach his son a handicraft teaches him to be a thief. 13 One learns much from his teachers, more from his school-fellows, but most of all from his pupils. 14 The instruction of cnildren should not be interrupted, even for the purpose of building a Holy Temple. 15 Only those pupils should be punished in whom the master sees that there are good capacities for learning, and who are inattentive; but if they are dull and cannot learn they should not be punished. Punish with one hand and caress with two. TV THE CIVIL LAAVS OF THE TALMUD. (Fenton; Spiers, 57-106.) 1 Divisions and nature of the Laws. a Laws relating to damage suffered by a person or his cattle and other animals, caused by a pit, well, or fire, b Laws relating to claims for theft. c Laws relating to compensation for bodily injuries. d Laws relating to robbery. 2 What the Laws reveal as to the life and occupations of the people, V THE SCHOOL SYSTEIM OF THE TALMUD. (Laurie, 92-100; Leip- ziger, 198-221; Letourneau, 359-372; Lewit; Marcus, pt. 2; Simon, pt. 2; Strassburger, 24^91.) 1 The community and its educational duties. (Imber, 1811-14.) 2 Points of importance in the later Hebrew system of education. (Imber, 1812-14; Spiers, 1-18. Maxims above.) a Qualities requisite to becoming a teacher, b High estimation of the office of instructor. Reverence for. (Spiers, 16-18, 37-39. Maxims above.) c Education a national interest. d Duties of parents. (Edersheim, ch. vii; Imber, 1813-14. Maxims above.) 3 Importance of teaching each child a trade. (Spiers, 40-45.) 4 Gradation of instruction, and nature of. (Edersheim, ch. viii; Imber, 1812-13; Laurie, 98-99; Spiers, 19-36.) a Early home training. Intensity of famil}- life, b From five to six years of age. c From six to ten years, the Pentateuch. d From ten to fifteen years, the Mishnali. e After fifteen, the Gemara. (Ellis, 376.) 5 Details of school organization. (Imber, 1813-14; Laurie, 95-100; Spiers, 46-55.) a Divisions of classes. 21 HEBREW EDUCATION. b Pupil teachers. e Transfers betAveen schools. d Punctuality and regularity of attendance. e School hours, days, and holidays. (Imber, 18-43.) f Nature of discipline. g Use of rewards. 6 Equal education for all classes. 7 Music in Jewish education. 8 Education of girls. The ideal of female education. (Edersheini, ch. viii; Proverbs, xxxi, 10-28.) VI JEWISH SCHOOL BOOKS. 1 First reading-slip the Law of Moses. 2 Translation of a reader used about 1800 years ago, shoAving the kind of reading material used. (*Imber.) 3 The Pentateuch; the Mishnah; and the Gemara. YII LESSONS TO BE DRAWN FROM JEW^ISH EDUCATION. VIII REFERENCES. 1 Sources. *Imber, N. H. An ancient Jewish Primer, by Rabbi Akabah; in Rep. U. 8. Com. Educ, 1895-1896, I. 7 / " 7 1 i The Old Testament. The Talmud. 2 Secondary Authorities of First Importance. Edersiieim, Rev. Dr. A. Jeicish Social Life in the Days of Chiist. Imber, N. H. Education and the Talmud; in Rep. U. S. Com. Educ., 1894- 1895, II. / T 1 J~-fS2.0 . Laurie, S. S. Pre-Christian Edi Leipziger, H. M. The Education of the Jews. Letourneau, Ch. U evolution de Veducation. Lewit, J. Darstellung der theoretischcn und praktischen Piidagogik in Jiidischen Alterthum nach Talmudischen Qucllen. Marcus, Samxjel. Die Pddagogik des israelitischen Volkes. ScHMiD, K. A. Geschichte der Erziehung, I. Simon, Joseph. L'education et Vinstruction des enfants chez Ics anciens Juifs. Spiers, B. The School System of the Talmud. Stei.n, Lorexz. Dus 'Biklvngswesen, I. Strassbl'RGEr, B. Geschichte der Erziehung und des Unlerricht bei den Israe- liten. 3 Less Important Secondary Authorities and General Works. CoMPAYRf:, G. History of Pedagogy. (^ ^ / / Ellis, A. Caswell. Growth of the Sunday School Idea; in Ped. Sem., Ill, 375-377. Fexton, Johx. Early Ilebrew Life. lucation. rr-'/O*''^^^^^''^^^^ ^^^^*-*^- HEBREW EDUCATION. 22 he Hebrew People. « ^ ^ A \ in Europe, 1.30-^O (?U>trv^*»^<^<^-vAO -^ U^^^J iichte der Piidaqoaik. Kent, Ciias. F. A History of the Hebrew People. M\Y, Sir Thos. E. Democracy Plath, Julius. Schorn's Geschichte der Pddagog Taylor, Henry Osborx. Ancient Ideals, II. eioMj.l : T Cbt^a/*-^^ IX GREEK EDUCATION. (Browning, 1-17; Compayre, 17-42; Felton, I, lect. viii; Freeman, map iv; Grasberger; Hail- man, 18-30; May, I, 43-138; Quinn; Kegener, 2-18; Schiller, 5-15; Sclimid, I, 178-257.) A IMoDiPYiNG Influences and General Characteristics, I INFLUENCE OF THEIR RELIGION. (*Davidson, 3-11; De Cou- langes, 49-67 ; Dickinson, 1-18, 126-186 ; Gardner and Jevons, 68-87; Lanrie, 196-210, 213-226; Smith, 47-55; Taylor. I, ch. viii.) 1 Religion idealized humanity. a Absence of awe and fear, b Homeric poems the starting point of the inner life of the Greeks. 2 The divine element in all men. a Struggle for inner harmony. b Conditions necessary to realize this ideal. 1) Influence on marriage, and on the subject-matter and method of education. 3 Strong moral unity of the Greek people. 4 Greek art and Greek character. (Dickinson, 187-226.) 5 The Greek games and the Greek drama. (Duruy, II, pt. 2, 378-394; Gardner and Jevons, 269-273.) a Physical and moral value of the games. 1) Social training of the games. 2) Effect on the Greek character, b Moral training of the drama. II THE CITY STATE. (*Da\'idson, 12-25; Dickinson, 65-125; Duruy, II, pt. 2, 378-394; Fling, ch. 2; Gardner and Jevons, 1-9.) 1 Influence of the geographical position of the Greek states. 2 Nature of the political organization. a Degree of political unity. b Relation of freemen ; foreign residents ; and slaves. 1) Who were educated, c Idea of the dominant power of the ruling class. 3 The place of the family in society. 4 Influence of commerce. a Greek power of assimilation. 5 Influence of the Persian "Wars. 23 24 GREEK EDUCATION. Ill COMMON FEATURES OF ALL GREEK EDUCATION. (Becker, 1-21, 217-240; Bliimner, eh. iii; JDavidson, 86-105; *Davidsoii, 33-37; Laurie, 196-226; Monroe, 1-15; Quinn, 271-276.) 1 Education everywhere recognized as a public necessity. a Provision for. 2 Citizenship a degree. a How obtained, b To whom open. 3 Stages everywhere the same, though the age limits ditfered. - a The four stages. 1) Nature of education. 2) Examinations. 4 Education of women. (Dickinson, 154-167.) a Nature of, and extent. B Early Greek Education. (^Davidson, 38-40; Lane, 11-27; Laurie, 226-22'7.) I ^OLIANS THE FIRST OF THE GREEKS TO MAKE ANY NOT- ABLE ADVANCE. 1 Early promise as a people not fulfilled. a The cause of this. 2 Nature of their education in gymnastics, music, and letters. 3 Work of Epaminondas. 4 Early education in Crete. C Spartan Education. (♦Davidson, 41-51; Dittes, 51-56; Duruy, I, 434-475; Fling, ch. 3, 32-44; Gardner and Jevons, 414-431; Lane, 31-38; Letourneau, 419-428; Monroe, 15-24; Miiller, II, Bk. iv, ch. v; Smith, 55-71; Stadelmann, 50-55; Wilkins, 1-59.) I THE SPARTAN IDEAL. 1 As influenced by the location of Sparta. a Elements in the population of the Spartan State. ' 2 First duty of each citizen. ^ Virtues demanded. 4 Aim of education. 5 The "Laws of Lycurgus" (Barnard's Jr., XIV, 611-624; Duruy, I, pt. 2, 457-475; Plutarch, I, Lycurgus). 25 GREEK EDUCATION. II THE NATURE OF SPARTAN EDUCATION. (Fling, pt. 3, 32-44; Hobhouse, 14-15; Laurie, 228-248.) 1 The period of infancy. a Examination. Training. 2 The period of boyhood. a Nature and support of schools. 1) The pccdonomus. 2 ) The school ; classes ; discipline. 3) Dress; food. b The method of instruction. 1) The teachers. 2) Authority of the elder men. c The subject-matter of instruction. d The ruling idea of instruction during this period. 1) Nature and object of instruction in gymnastics. 2) Nature and object of instruction in music, e Why no higher education. 3 The period of youth. [Cadets; epliehi.] a Military training. 1) Nature of the new training. 2) Food; beds; drills, b Training in expression. 4 The period of manhood ; full citizenship. a The marriage relation. b The State and the family, c Socialism of Spartan life. 5 The education of women in Sparta. a Nature of, and eii'ect on their character. Ill RESULTS OF THE SPARTAN SYSTEM. (Duruy, I, 469-475.) 1 Qualities emphasized. Examples. 2 Qualities over-looked and sacrificed. 3 Effect of the system on the State. 4 Chief lesson. D Ionic, or Athenian Education. (Becker, 1-21, 217-240; Darembei-f; and Saglio, article cdncatio; "^Davidson, 60-92; fDavid- son, 53-77; IDavidson, 86-105; Dittes, 56-04; Gardner and Jevons, 297-322; Girard; Lane, 39-85; Laurie, 248-288; *Mahaffy; JMaliaffy, ch. xi; Plath, 1-7; Quinn, 271-276; Wilkins, 60-100.) 26 GREEK EDUCATION. I THE ATHENIAN IDEAL. (Laurie, 248-249.) 1 Athenian education a reflex of Athenian life. (Bliimner, eh. iii; fDavidson, 29-52; Duruy, 11, pt. 2, 645-664; Girard, 1-8; Monroe, 24-31.) a Contrast with that of Sparta, b Private life vs. public life. 1) The place and nature of family life. 2) Its relation to State education. 2 Aim of Athenian education. (Girard, 8-16.) a The ideal of an educated man. b Motives. c Object of instruction. d Ideal of personal conduct. II ORGANIZATION OF THE ATHENIAN SCHOOLS. (*Davidson, 67-72; Girard, 17-61, 100-125, 241-252; Lane, 49-57; Laurie, 253-256, 276-278; *Mahaffy, ch. v; AYhittaker.) 1 Extent of State supervision. a Over private schools and pakestra. b Over the gymnasia. c Extent of compulsory education. 2 School houses. 3 School-masters. a Position; qualifications; fees. b Discipline. 4 The Pedagogue. a His work and position. (See picture, Girard, 121.) 5 Hours of instruction. Holidays. 6 Method of teaching. a Pictures of schools. See Girard, as follows : 1) Interior of a school, (pp. 109, 111, 171, and 173). 2) Interior of a, palcestra, (pp. 191, 193, 195, and 197). 3) Showing boys exercising, (pp. 199-215). b Pictures of ancient school and library materials. (Daremberg and Saglio, II, pt. 2, 1699-1705; Schreiber, plates 89-92.) Ill NATURE OF ATHENIAN EDUCATION. (*Davidson, 60-92; Guhl and Koner; Laarie, 248-288; Quinn, 108-111, 186-200, 271-276; Whittaker.) 1 The period of infancy. (Bliimner, ch. ii; Hobhouse, 3-5; fSmith, II, 94-99; Stadeimann, 22-28; Ussing, I.) a Family education. 27 GREEK EDUCATION. AN ATHENIAN SCHOOL. (From a cup discovered at Caere, signed by the painter Douris, and now in the Museum of Berlin. A. Michaelis, Archaolog Zeitung, 1873, pi. 1.) A LESSON IN MUSIC AND GRAMMAR. [Explanation: — At the right is the paidagogos; he is seated, and turns his head to look at his pupil, who is standing before his master. The latter holds a triptych and a stylos: he is perhaps correcting a task. At the left a pupil is taking a music lesson. On the wall are hung a roll, a diptych, a lyre, and an unknown cross-shaped object.] A LESSON IN POETRY AND MUSIC. [Explanation: — At the right sits, cross-legged, the paidagogos, who has just brought in his pupil. The boy stands before the teacher of poetry and recites his lesson. The master, in a ciiair, holds in his hand a roll which he is unfolding, upon which we see Greek letters. Above these three figures we see on the wall a cup, a lyre, and a leather case of flutes. To the bag is attached the small box containing moutlipicces of different kinds for the flutes. Farther on a pupil is receiving a lesson in music. The master and pupil are both seated on scats without backs. The master, with head erect, looks at the pupil who, bent over his lyre, seems absorbed in his playing. Above are hanging a basket, a lyre, and a cup. On the wall is an inscription in Greek.] 28 GREEK EDUCATION. b Home life; games; discipline. (Girarcl, 65-99; *Maliaffy, ehs. i, ii; Richter, cli. i.) 2 School education. (Bosanquet, 1-23; *Davidson, 67-84; Girard; Hobhouse, 5-14; Lane, 58-80; Laurie, 259-270; Letourneaii, 435-458; *Mahafty, chs. iii-vi; Stadelmann, 56-127; Ussing. 11.^ a Age^imits. b Gradual differentiation of subjects, 1) Secondary education an evolution, c Literary education. Subjects and methods of instruction. (Girard, 126-160.) 1) Eeading and Literature. 2) Arithmetic. (Cajori, 63-67; Tetlow.) 3) Writing. 4) Geometry [after c. 400, B. C], 5) Drawing [after c. 350, B. C.]. 6) Grammar [after c, 300, B, C], 7) Rhetoric and Dialectics [after c. 200, B. C.]. d Musical education. (Girard, 161-184; *Mahaffy, chs. v, vi.) 1) Place in Greek education. 2) Chanting and singing. 3) Use of the lyre and cithara, e About 350, B. C. school education differentiated into : 1) Primary education. Teacher known as a grammatist. a ) Age limits. b) Subjects taught. 2) Secondary education. Teacher knoA^^l as a grammaticus. a) Age limits. b) Subjects taught. 3) This distinction emphasized later in Rome. f Moral education. Provisions for. (*Davidson, 73-75; Girard, 253-270; Laurie, 267-270; Monroe, 31-33.) f g Gymnastics or bodily training. 1) The palasini. 2) The gymnasium. (See plate and appended references.) 3) Nature and object of exercises. (Daremberg and Saglio, article gymiiastica; Girard, 185-220; Lowrey; *Mahaft*y, '' ch. iii ; Richter, ch. ii.) h Dancing: nature of. 1) Correlation of d and g. 3 Advanced, or college education. (Capes, 20-47; *Davidson, 85-89; Girard, 271-309 ; Lane, 81-85 ; Laurie, 270-274 ; Letourneau, 458- 462; *:\rahaffy, ch. vii : Quinn, 275-276; Stadelmann, 156-172.) 29 GREEK EDUCATION. a Age limits. b Who admitted, and how. c Studies. d Gymnasia State-supported institutions. The Academy, e Youths pass from care of a pedagogue to care of the State. [EpJiebi.] 1) Etfect of the change, f Authority of the father, and of the Court of Areopagus, g Training of the Ephebic period. zzaa l,r,,,^i,,,/////j//a>/>>»,>iu,,l,,, ,, ,,„,,,TTT GKOUNDPLAN OF THE GYMNASIUM AT EPHESOS. (After liic-liter, D\c t^piclc f/cr (Irieclioi ^ind Bonier, p. 27.) [Explanation: — A, ]}, C, pillared corridors, or portico; D, an open space, possibly a pakestra, evidently intended to supply the pvristi/linni ; E, the t:>i)1i(vrisf€r)ut)i, a long narrow hall used for games of ball; F, the Ephehcnm, a large hall with seats; G, the C<)ri/rcii»i, in which was suspended a sack iilled with chafl' for the use of boxers; H, the ConistcriiiDi, where the young men spriidcled themselves with dust; I, the frigida lavatio, or cold bath; K, the Ekeothcsiinii, where the wrestling master anointed the bodies of the contestants; L, the Friyidariutn, or cooling-ofi" room; M, the furnace room; N, the A-apor bath; O, the fjaconiciim, or dry sweating apartment; P, the hot bath; Q, Q',' rooms for games, for the keepers, or for otlier uses; R, K', Aysti, or covered Htudia, for use in bad weather; S, S, S, S, S, rows of seats, looking upon T, the uncovered i:;tpdiu>ii; U, groves, with seats and walks among the trees, V, V, Excdice, or recessed seats for the use of philosophers, rhetoricians, and others.] For further dcsciiption see Becker, 300-.'?0r) ; Daremberg & Saglio, II, pt. 2, 1G84-1680 (8 plans); Gardner and Jevons, 315-317; Guhl and Koner, 10(j-lll ; Richter, 2(1-28; and Smith, I, 925-930. 30 GREEK EDUCATION. la. Enrollmeut as candidates for citizenship, 1) The ceremony. 2) The oath. (*Davidson, 61; Laurie, 271; Monroe, 33.) 3) Nature of the next two years ser\dce. 4 Education of women in Athens. (Ball, B. W. ; Felton, I, 3-43-355; Gardner and Jevons, 340-354 ; Guhl and Koner, 186-196 ; Hob- house, 16; Laurie, 275-276; Monroe, 3J^50; Stadelmann, 17-21.) a Nature and extent of education. b Home life. Health. Virtues. Marriage. IV ATHENS AND SPARTA COMPARED. (Laurie, 278-282.) 1 Education in each a reflex of the ruling idea as to the purpose and functions of the State. 2 Leading characteristics of each system. 3 The contribution of each to civilization. (Butcher, ch. i.) 4 Lessons to be drawn from a study of each. E Later Greek Education. (Barnard's Jr., XXIV, 457-467; fDavidson, 78-102; Monroe, 51-66; Taylor, I, ch. x.) I THE NEW HIGHER EDUCATION. (Capes; *DaYidson, 90-92, 97- 103 ; Draper, I, ch. iv ; Girard, 310-327 ; Hobhouse, 16-20 ; Laurie, 283-295; Lloyd, II, ch. Ivi; *Mahaffy, ch. xi; Stadelmann, 173- : 216.) 1 After 479 B. C, the need of more education began to be felt, partic- ularly in Athens, a Reason for this. (Monroe, 66-91.) 2 The new teachers in the State. a New subjects introduced. 3 The Sophists: Protagoras [445] ; Gorgias; Prodicus; Hippias. a Nature of their teaching. (Girard; Isocrates, Oi^tion xiii; Laurie, 288-291; *Mahaffy, ch. ix; Monroe, 91-109.) b Effect of their teaching on the schools and on the life of the time, c The school of Isocrates [b. 393-d. 338 B. C] as a type. 4 The struggle against the change. (*Davidson, 93-113; Fowler, 150- 183.) a The old aristocratic party, b Aristophanes [140-380]. {The Clouds.) c Soerates [469-399]. (fDavidson, 103-127; Dittes, 64-67; Draper, I, ch. v ; Ilailman, 31-41 ; Letourneau, 462-470 ; Lewes, I, Fourth Epoch; *]\iahaffy, ch. viii; Painter, 56-60; IMath, 7-14; *Zener.) 31 GREEK EDUCATIOX. 1) His method of teaching'. (*Bryan, same dialogues as in *Jowett; *Jowett, I, Euthedemus. pp. 189-250, showing Socrates in contrast with the baser Sophists; and The Protagoras, pp. 113-188, showing Socrates in contrast with the superior Sophists; Fitch, ch. iii; INIonroe, 109- 115; Xenophon, McniorahiJia, bk. iv, ch. 2.) II IDEAL REMEDIES PROPOSED BY THE PHILOSOPHERS. (Fischer, 15-40; Hailman, 31-11; :Martin.) 1 Xenophon [fl. c. 410-362]. a His Spartan modification of the Athenian plan. (*Davidson, 114-132; Martin, ch. 1; Monroe, 116-128; Xenophon 's Cyropedcia, particularly I, ch. 2.) 2 Plato [429-348]. a His plan to secure a succession of sages. (Abbott, ch. iii; Bosanquet; *David£on, 134-150; f Davidson, 128-151; Dittes, 67-68: Draper, I, ch. v; Hobhouse, 20-28; Letourneau, 428- 433 ; Lewes, I, Sixth Epoch ; *jMahaffy, ch. x ; Martin, chs. ii-iv; Monroe, 129-137; Painter, 60-62; Willdns, 101-134; fZeller, ch. xi.) b First to present the super-civic ujan. c The after results of his work. d The Repuhlic, particularly bk. vii, (*Bryan; f Bryan; fJowett; Monroe, 138-221.) e The Laws. (Monroe, 222-264.) 3 Aristotle [384-322]. (Barnard's Jr., XIV, 133-146; *Davidson, 166-202; fDavidson, 152-176; Dittes, 67-71; Draper, I, 171-181; J Jowett, I, bk. viii ; Laurie, 295-300 ; Lewes, I, Seventh Epoch ; *Mahaft'y, ch. x ; ^Martin, ch. v ; Monroe, 265-294 ; Painter, 62-65 ; ' Willdns, 135-167.) a His outline of an ideal State, b The State an organized means to an end. c His plan for education. 1) Aim and purpose of education. 2) Practical studies. 3) Creative studies. 4) Theoretical studies. 5) Philosophy, or highest education. 4 Epidemic of letters and individualism. a Philip [338 B. C] became master. b Empty pretense of the rhetorician supreme. Sects ai"ise. c Egypt became a Roman province [146 B. C.]. 32 GREEK EDUCATION. in THE ALEXANDRIAN PERIOD. (Bury, I, 206-212, 317-325 ; *Davidson, 206-213; Draper, I, 187-206; Hatch, lect. 2; Kingsley, 3-68; Quinn, 276-280.) 1 Work of Alexander in uniting' the western Orient and establishing a common language, literature and philosophy, a common interest, and a common body of scientific information and international law. a Effect of this on Rome. 2 Athens long a city of letters and a center of philosophical teaching. (Barnard's Jr., XXIV, 475-486; Monroe, 295-307.) a Athenian schools widely known between 150 B. C. and 100 A. D. b Spread and influence of Greek higher education. ( Hatch, lect. 2. ) c Nature of elementary education during this period. 1) Plutarch's opinion. {Morals, I; Barnard's Jr., XI, 99-110; Monroe, 307-326.) d The philosophical schools of the period, e Lectures; lecturers; hearers. 3 In the division of the Empire, Ptolemy Soter took Egypt [323 B. C], and made Alexandria the intellectual capital of the world, a Athens sapped by Alexandria. (f^Mahaliy, 192-198.) b The Library and the Museum founded by Ptolemy. c Schools of medicine and science. (Matter; Routledge, 33-52.) d Some famous Alexandrian students and teachers. (Ball, W. W. R., clis. iv, V; Cajori, 34-62; Draper, I, 193-204; Routledge, 33-52.) 1) Euclid [c. 323-283?] opened a school at Alexandria, about 300 B. C. 2) Archimedes [287-212]. INIechanician. 3) Eratosthenes [276-196]. Librarian, geographer, astron- omer, geologist. 4) Ptolemy [b. ?-d. 168 A. D.]. (Draper, I, 322-324.) a) His Mechanism of the Heavens [Syntaxis], written about 138 A. D., the standard astronomy in Europe for almost 1500 years. b) His Geography used in European schools until the fifteenth century. 5) Ilypatia [370-415] . Mathematician. e Some famous Christian teachers of the Second Century, A. D. 1) Polyearp [80?-166]. 2) Ignatius [?-107?]. 3) Justin Martyr [105?-167]. f Interacti. Plato. The Jaiu's. ■ —Plutarch. Discourse on the Nurture of Children; in Barnard's Jr., XI; also in Monroe; and in Plutarch's Morals (Goodwin's Ed., I). Plutarch. Lires, I. Plutarch. Morals, I. Xe.xophox. Cyropedeia. Xexofhox". Memorabilia. 2 Special Secondary Authorities. Daremberg, Ch. and Saglio, Edm. Dictionnaire des antiquities Grecques et Romaines. *Davidsox, Thos. Aristotle and the Ancient Educational Ideals. "— 'IDavidsox, Thos. The Education of the Greek People. tDAViDSOX, Tjio.s. a History of Education. GiRARD, Paul. L'education Athenienne au V' et au 7F« siccle avant J. C. Gra.sberger, Lorexz. Erziehung und Unterricht ini classischen Alterthum. 3 Vols. HoBHOUSE, Walter. Theory and Practice of Ancient Education. /V, Laxe, Fred H. Elementary Greek Education. . \ <,i J7 0{ 5Ai:.\Ai!i). llKNHV. Ktlueiitiun in Aiu-ioiit Spartu ( Plutarch) ; in BanKiriVs Jr., XIV, (ni-(i24. Barxaki), IIexuy. Ilifjher Education in Ancient Greece (Kirkpatrick) ; in Baniiird's Jr., XXIV, 453-48(5. llosANQiKT, T>. Education of Children in Plato's licpuhlic. Capes, W. W. L'nirer.sity Life in Ancient Athens. KrrcH, SiK J. G. Educational Aims and Methods. Hatch, Edwix. The Hibbcrt Lecturts, /N.S'N. (The Influence of Greek Ideas and Usages upon the Christian Church.) KiXGSLEY, Chas. Historical Lectures and Essays. fMAiiAFFY, J. V. (IrceJc Life and Thought. Martix, Alexaxoke. Les doctrines pedagngiques des Grecs. Matter, M. Histoire de I'ccole d'Alexandrie. Xetti.ksiiii'. Hexry. Lectures on the Republic of I'hilo. Taylor, llt;xRY Osborn. Ancient Ideals, I. Tetlow, Joiix. The Greek Metliod of IVrfoniiinjx Aiitlnnetical Cak-uhitions; in School and College, I. *Zeller, Dr. Eduard. Socrates and the Soeratic Schools. tZELEER, Dr. Edfard. Plato and the Old Academy. 4 Secondary Authorities containing sliort general articles. Becker, Prof. Charielrs. Blumxer, H. The Home Life of the Ancient Greeks. Bkowxixg, Oscar. Introduction to Educational Theories. CoMPAYRfi, G. History of Pedagogy. DiTTES, Fb. Geschichte der Erziehung und des Unterrichtes. Feltox, C. C. Ancient and Modern Greece, I. Gardxer, p. and Jevons, F. B. .1 Manual of Greek Antiquities. GoLL, Hermaxx. Kulturbilder aus Hellas und Rom, I. GuiiL, E. and Koxer, W. Life of the Greeks and Romans. Hailmax, W. XT. History of Pedagogy. Letourxeau, Cii. L'erolution dc redueution. MiJLLER, C. O. History and Antiquity of the Doric Race, II. Plath, Julius. Schorn's Geschichte der Pddagogik. Regexer, Fr. Skizzcn zur Geschichte der Piidagogik. RiciiTER, Dr. W. Die Spiele der Griechcn und Romer. .Schiller, H. Lehrbuch der Geschichte der Piidagogik. 5 General Works. Ball, B. W. Women's Rights in Ancient Athens; in Atlantic Mo., XXVir, •273-286. Ball, W. W. R. History of Mathematics. Butcher, S. H. Aspects of Greek Life. Cajori, F. a History of Mathematics. \ {y " T y. De Coulaxge, F. The Ancient City. DiCKixsox, G. L. The Greek Vieu- of Life. Draper, Joiix W. Intellectual Development of Europe, I. DuRUY, Victor. History of Greece, I and 11. Fischer, Kuxo. Descartes and His School. Fowler, W. W. The City State of the Greeks and Romans. Lewes, Geo. H. History of Philosophy, I. /-, Lloyd, W. W. Age of Pericles, IL _ » /'>>!» / o-.^—.- f^l, "S^iJ^i^^ ;"(n1. ^ t^. ^~"^- 73. 35 GREEK EDUCATION. JMahatfy, J. P. Social Life in Greece. May, Sir Thos. E. Democracy in Europe, I. ^<5 ~/ 3 j, Newman, John Henry. Historical Sketches, I. QriNN, Daniel. Education in Greece; in Rep. V. 8. Com. Educ, 1896-1897, 1, 270-280. Routledge, E,. a Popular History of Science. Schreiber, Db. Th. EulturJiistorischcr Bilderatlas Alterttim. SsiiTH, Wm. History of Greece (Eevised). 6 Greek Histories. Students in need of purely historical information will find the following general histories quite serviceable: Botsford, G.- W. a History of Greece. 1 Vol. DuRUY, mentioned above. 4 Vols., each in two sections. Grote, Geo. A History of Greece. 12 Vols. Holm, Adolph. A History of Greece. 4 Vols. Oman, C. W. C. A History of Greece. 1 Vol. Smith, Wii. A History of Greece. Rev. Ed. 1 Vol. X ROMAN EDUCATION. (Coinpayre, 43-60; Grasberger; Hailman, 42-51; Plath, 15-17; Regeiier, 19-22; Schiller, 15-29; Schmid, I, 258-293; Smith.) A Modifying Influences : Character of the Romans. (Addis, 615-619; Dittes, 71-74; May, I, 140-182.) I INFLUENCE OF THEIR RELIGION. (Laurie, 305-315; Tighe, 35-42.) 1 Roman worship of the gods a reverential recognition of the Unseen Power. ^ a The early Romans the Puritans of the ancient world. 2 Nature of the early Roman religion. a The family element. (Duruy, I, 255-271.) b Lars familiaris. Vesta. Sacred hearth. Ancestors. 3 The family the unit. a Place and authority of the father. b Place of the wife and mother. 1) In the home. 2) In the education of her children. 4 Religion of the city an outgrowth of that of the home. a Virtues demanded in the State. 5 Contrast with the Greeks. 6 Influence of foreign conquest. The religion of the conquered peoples. a Eil'ect on the early family religion. b Effect on the moral influence of the home. c Effect on the character of the Roman, d Effect on society and the life of the nation. 11 INFLUENCE OF THEIR POLITICAL ORGANIZATION. (Fling, chs. vi-x; Taylor, I, ch. xii ; Tighe, chs. v, vi.) 1 Classes in the Roman State. a Effect of the struggle of the plebs for civil and political rights in shaping the education of a Roman. 1) The three lines of professional activity. 2 Effect of the long struggle for political su!)r('iiiacy in shaping the nation. a Lines of development. 30 37 JiOMAN EDUCATION. b Kind of men in demand, c Differentiation of pnrsnits. 3 Political institutions a growth, a Consequent nature of. III INFLUENCE OF AYAR. (Bury, I, 25-36; Fling, ch. viii; Ihne, IV, 213-251, 345-373; Lecky, I, 271-308; May, I, 172-182.) 1 Its effect on the early religion and morality of the Romans. (Draper I, 244-250.) 2 Effect of the introduction of great numbers of the conquered as slaves. a The low price of slaves. 3 Effect of the introduction of Greek education and culture. 4 Effect of the growth of great landed estates, worked by slaves. a On the Roman peasantry. b On population. c In developing a city proletariat. 1) Its influence. 5 Effect of the growth of the fever for wealth and power. 6 Effect of the great increase of conquered territory. a The Roman state in c. 500 B. C, 219 B. C, 64 B. C, 13 A. D., and 117 A. D. See maps in Freeman; Labberton; Putzker; and in Roman histories.) IV CHARACTER OF THE ROMANS AS A PEOPLE. (Laurie, 315-318.) 1 Peiisonal character. a Gradual change in. 2 Conception of laAV and liberty. 3 Literary, scientific, and ai'sthetic tastes. 4 Conception of commerce and purpose of colonies. V COMPARISON OF INFLUENCES OPERATING AT ATHENS AND AT ROME. B Education in the Early Period. [509-148 B. C] (Clarke, 1-37; Hobhouse, 29-3;2.) I EDUCATION IN THE HOME. [509-303 B. C] (Laurie, 319-323.) 1 General rights of the father as to the child. 2 Maternal supervision. 3 Of what the education previous to 303 B. C. consisted. 38 ROMAN EDUCATION. a Moral and religious training, b Literature, music and national songs. c The Laws of the Twelve Tables. [451^50 B. C] (Monroe, 327- 345.) 4 When enrolled as a citizen. The ceremony. Public life and military services. Continuance of home life and training. , II BEGINNINGS OF SCHOOL EDUCATION. [303-148 B. C] (Laurie, 323-329; Monroe, 346-354.) 1 Between 303 and 240 B. C, schools began to develop. a Spread of the Greek language and Greek influence. 1) To what due. b Greek slaves and freedmen began to be employed as teachers. 1) Introduction of Hellenic learning. c Subject matter of instruction about 260 B. C. 2 Odyssey translated into Latin [c. 233 B. C.]. a Importance of this. 3 Schools still "adventure schools," though the number and influence increased rapidly after 202 B. C. a Contrast between the old and new education. (Monroe, 355-370.) C Education in the National Period. [148 B. C.-c. 180 A. D.] (Browning, 18-34; Daremberg and Saglio, article educatio; fDavidson, ch. ix; fDavidson, 105-111; Dittes, 75-78; Goll, I, 10-30; Giihl and Koner, 100-103; Letourneau, 475-501.) I CHANGE IN NATIONAL EDUCATIONAL IDEALS. [200-100 B. C] (Becker, 182-198; Goll, II, 1-16; Ilobhouse, 32-34; Laurie, 330- 335; fMahaffy, 558-578; :{:Mahafl:y, 61-87; Monroe, 371-385; Stadelmann; Taylor, I, ch. xiii.) 1 Great influx of educated Hellenic slaves and adventurers, who opened schools, a Effect on. 1) Religion. 2) Morality. 3) Education. 2 Change in the elements of education. a Cato's time [234-149 B. C.]. b Varro's time [116-28 B. C.]. 3 Secondary schools under grammatici clearly differentiated from primary schools under ludi by 148 B. C. 4 Schools for higher education [rhetoric, forensics, philosophy] begun in Rome by Greeks about 145 B. C. • 39 ROMAN EDUCATION. 5 Native Romans soon opened "culture schools," and Rome awakened to a new conception of education. (Monroe, 386—420.) a Beginning of Latin literature. The literary period. II ORGANIZATION OF ROMAN SCHOOLS. [After 100 B. C] (Becker, 182-198; Laurie, 336-347.) 1 Extent of State supervision. (Clarke, 38-50.) a Over the "adventure schools." 2 Extent to which public education became general. a Quintilian's argument for i)ublic education. (Quintilian, I, bk. 1, ch. ii.) b Plutarch's appeal to the family as a center for all education. (Barnard's Jr., XI, 99-110; Monroe, 307-326; Morals, Good- win Ed., I, 1-32.) 3 General dread of Greek philosophy found expression in: — (JMahali'y, ch. 4). a Senate's disapproval of rhetoricians and philosophers [161 B. C.]. b Censorial edict against higher schools [112 B. C.]. 4 Higher schools under the Empire. (Goll, I, 19-30; Hobhouse, 41-44.) a Caesar and Augustus encouraged and protected higher schools, b First State maintenance of higher public schools in the reign of Vespasian [69-79 A. D.]. (Hatch, 38-40.) c After c. 150 A. D., State supported secondary and higher schools in cities and larger provincial towns. (Bury, I, 46—47; Laurie, 394-399.) 1) Letter from Pliny the Younger to Tacitus. (Laurie, 397- ■ 398.) d Beginnings of certificate and appointment system. (Clarke, 158- 159; Hatch, 45-48.) 5 School houses. (Clarke, 51-55; Laurie, 346-347.) 6 School masters. Plutarch's lament for. (Clarke, 56-58, 154-168; Dill, 399-406; Laurie, 344-346.) a Position. 1) Increased dignity of professors in the higher schools after ; 100 A. D. (Hatch, 37-42.) b Qualifications. 1) On the selection of school masters. (Quintilian, I, bk. 2, clis. ii, iii.) c Fees. (Clarke, 56-58; Leighton.) 1) Diocletian's schedule of prices. 7 Hours of instruction. (Clarke, 63-70; Laurie, 343-344.) a Holidays, b Truancy. 40 ROMAN EDUCATIOy. 8 Chief educational ideas of the Romans. (Clarke, 125-153; Laurie; Quintiliau, I, bk. 1, eh. iii.) a NatiTre vs. training, b ]\Iemory. c Stndy required. (Quintilian, I, bk. 1, eh. xii.) d Incentives, e Discipline. f Coeducation. Higher education of women. (Pellison, 33-36.) g Emphasis placed upon gymnastics and play, h Ideal of an educated man. 'W^mm ! ; . i A LESSON. DECLAMATION. PUNISHMENT. (From a painting at Pompeii.) (From a Roman Sarcophagus.) (From a painting at HercuLaneum. ROMAN SCHOOLS. (From Darcmberg & Saglio's Dictionnuire des Antiquities Grecques ct Iio)itaincs.) Ill IMPORTANCE OF THE WORK OF QUINTILIAN. 1 His position in the history of education. (Browning, 26-31; Com- payre, 47-52; Dittes, 78-81; Ilobhouse, 41-49; Laurie. 355-362; Monroe, 445-450; Venerable.) a What he represents, b His influence. 2 An analysis of his De Institutione Oratoria [96 A. D.]. (*Davidson, 214-224; Laurie, 363-389.) 41 ROMAN EDUCATION. lY NATURE OF ROMAN EDUCATION DURING THE NATIONAL PERIOD. (Addis, 615-622; Becker, 182-198; Church, 1-26; *Davidson, 214-224; Marqiiand, 79-90; Pellison, 19-36: Quin- tilian, as cited, and in Barnard's Jr., XI, 110-132; Stadehnann; Tacitus, De Oratorihus, chs. 28-32; Thomas, 209-215.) 1 Home education. (Clarke, 20-37; JMahaffy, 323-330; Monroe, 451- 459; Plutarch.) a Age limits. b Care as to nurses. (Quintilian, I, bk. 1, ch. i, sec. 4-5.) c Duty of parents. {Ihid., sec. 6-7.) d Care as to pedagogues. {Ihid., sec. 8-11.) e Care as to early moral education. (Ihid., sec. 15-17.) f Early instruction to be pleasurable. {Ihid., sec. 20-23.) 2 School [or home] education. a Primary instruction under a Judi magister. (Clarke, 71-93; Laurie, 336-337; IMarquand, 90-103; Monroe, 451-459.) 1) Age limits. 2) Subject matter and method of instruction. a) Aim of. b) Learning the alpha])et. (Quintilian, sec. 24-26.) c) Text books used in reading. Conversational knowl- edge of Greek. d) Learning to write. {Ihid., 27-37.) e) Arithmetic. Elementary calculation. JMethod. (]\Iar- quand, 95-103.) b Secondary instruction under a (jrammaiicns. 1) Age limits. 2) Aim of. 3) Subject matter and method of instruction. (Clarke, 94-124; Laurie, 337-340; 347-350; Marquand, 103-109; Monroe, 469-478.) 4) The two classes of grammatical schools. 5) Reading and literature. (Quintilian, I, viii. 1-18.) a) Points of emi)hasis. b) Favorite text books. 6) Writing and Avriting materials. (Johnston, 15-17.) 7) Music. Instruments used. (Quintilian, I, ch. x, see. 9-33.) 8) Grammar. (Nettleship, essay vi.) a) After 90 B. C, Latin Rhetoric. 9) Arithmetic. 10) Practical ajjplicatioiis of (ieometry and Astronomy. (Quiiitilinii, I, sec. 34-49.) 42 ROMAN EDUCATION. 11) Gymnastics. a) Nature of, and purpose. (Daremberg and Sagiio, art. gymnastica.) 12) A little CTeography. c The three professions open to Roman youths. (Quintilian, bk. 12, ehs. i, ii.) 1) Differentiation of Roman education at this point. 3 Higher education; School of oratory. (Goll, I, 19-30; Hatch, 25-49; Laurie, 341-343, 350-355; Marquand, 109-133; Monroe, 498-509.) a The rhetorical schools. 1) AVho attended these. 2) Purpose of. 3) Cicero's conception, as given in his De Oratore [55 B. C.]. bk. 1, pp. 142-220. (Hobhouse, 34-41; Monroe, 421- 444.) A LATER RUMAN .SCHOOL. (From G. B. Adams' European History, p. 5G. The Macmillan Co., New York. Repro- duced by permission of the publishers.) b Studios of the higher scliools. 1) In the schools of oratory. a) Rhetoric. b) Declamation. c) Analysis of language. (Nettk'ship, essay vi.) d) Literature. e) History of Rome, after about 50 B. C. 2) Under special teachers and in special schools. a) Law. b) Philos()])hy. c) Matbematics. 43 ROMAX EDLCATIOX. c After 80 B. C.,mai\y students went to Athens, Rhodes, Alexandria, and elsewhere, for further study. (Dill, 406-410; Hatch, 35-36.) V USE AND PUBLICATIONS OF BOOKS AT ROME. (Becker, 322- 337; Brassinoton, 26-49; Clark, J. W. ; Goll, 207-225; Guhl and Koner, 526-529; Johnston, 13-34; Lanciani, 178-205; Thomas, 226-233.) 1 How books were made. a School books in use. 2 Publishers and booksellers. 3 Growth of libraries in Rome. (Laurie, 393-394.) 4 The creative period in Latin literature. SCROLLS AND BOOKCASE. Relief from a Roman Sarcophagus. (From Johnston's Latin M(i)nisc)ipis. Scott, Foresman & Co., Chicago. Reproduced by permission of the publisheis.) VI LEADING CHARACTERISTICS OF ROMAN EDUCATION. 1 Its points of strength and weakness. 2 Comparison with the systems of Athens and Sparta. (Stadelmann.) 3 Its contribution to civilization. a Survivals in our educational system. (Hatch, 42-48.) b Roman law in median'al Europe. (Abdy, 7-15.) 4 Lessons to be draAvn from a study of the Roman system of education. D The Period of Decadence. (Adams, 7G-8S; Bury, I, 25-36; Church, 1M4; Dill, bk. iii ; Draper, I, 252-2.5.'); Fischer, ch. vi; Fowler, 205-273; Hallam, II, 462-469; Inge, see index; Kingsley, lect. 2; Laurie, 389-411; Lccky, 1, ch. 2; Montesquieu, chs. ix-x; Taylor, II,-chs. xiv-xvi.) I CONTRIBUTING ELEMENTS. 1 Rapid growth and demoralizing influence of slavery. 2 Increasing corrui)tion. Growth of oppressive taxation. 4-4 ROMAN EDUCATION. 3 Financial distress of tlie cities. 4 The obliteration of the peasantry. Efforts to remedy this. a The system of poor relief and loans. b Introduction of barbarians as soldiers and farmers. 5 Decreasing birth-rate and population. a To what due. 6 Unwieldiness of the Empire. a Revolts in the provinces. b Inroads of barbaric nationalities. 7 The plague in 166 A. D. 8 Growth of a super-civic philosophy. a The inheritance from Greece. (Hatch, lect. 2; Taylor, I, ch. xiii; SyUabus, p. 31.) b The Teachings of Christianity. (Bury, I, 25-36 ; Laurie, 389-411.) c The Teaching of Plotinus. (*Davidson, 231-235.) 9 Decline of the Roman schools with the evolution of Christian schools. (Syllabus, Sect. XI.) 10 Picture of society in the fourth and fifth centuries. (Dill, bk. v; Hodgkin, 44-54.) 45 ROMAN EDUCATION. E Bibliography for Roman Education. I REFERENCES. 1 Sources. Cicero. On Oratory and Orators. Fling, Fred. M. Greek and Roman Civilization. Monroe, Paul. Source Book for the History of Education for the Greek and Roman Period. 3^7-5"o^_ ^,- Plutarch. Discourse on tlie Nurture of t'liililreu; in Barnard's Jr., XI, 99-100; also in Monroe, and in Plutarch's Morals (Goodwin Ed., I, 1-32). Quintilian. Institutes of Oratory, I. (Extracts from in Monroe, and in Barnard's Jr., XI, 110-132.) Tacitus. Works, II. De Oratoribtis. 2 Special Secondary Autliorities. — " Clarke, George. Education of Children at Rome. Daremberg, Ch. and Saglio, Edm. Dictionnaire dcs antiquities Grecques et Romaines. *Davidson, Thos. Aristotle and Aticient Educational Ideals. fDAViDSON, Tiios. Education of the Greek People. JDavidson, Thos. History of Education. Grasberger, Lorenz. Erziehmiy und Untcrricht im classischen Alterthum. 3 Vols. ' -Hobhouse, Walter. Theory and Practice of Ancient Education. Laurie, S. S. Pre-Christian Education, ^/y — ^-e^ FORMATIOX OF THE XATI0\8. Gl Barxard, Hknry. Early Clnistian Education (Diane) ; in Jiarnard's Jr., XXIV. 525-.)44. Baumeistkh. a. Ihindhuch der Erziehioufs- und i'titerriclitslchre, Vol. I, pt. 1. *Clark, J. W. Libraries in the Mcdiceial and Itctiaissance Periods. tCi.ARK, J. \V. The Care of Books. CuTTS, Rev. Edw. L. Scenes and Characters of the Middle .Ar/es. Denk, V. M. O. (leschichte des (iallo-Frank-isehen Unterriehts- und Bildunys- tvesens vom den iiltestcn Zeiten hi.'i auf Karl den (Irossen. DiTTES, Fr. Geschichte der Erziehitng and des I'nterriehtes. Drane, AiHiUSTA T. Christian Schools and Scholars. I. *Hallam, Henr-t. The Literature of Europe, 1. tHALLAM, Henry. The Middle Ages, II. Johnston, Harold. Latin Manuscripts. *Lacroix, Paul. The Arts of the Middle Ages and at the Period of Ihi * Renaissance. fLACROix, Paul. Militari/ and J'lligions Life in Ihr Middle Ages. Lanciani, R. Ancient Pome in the Light of Pcecnt Discoreries. Lecky, W. E. H. History of European Morals. II. Magevney, Rev. E. Christian Education in the hail: Ages. Maitland, Rev. S. R. The Dark Ages. Mullinger, J. B. The Schools of Charles the Great. Plath, Julius. Schorn's Geschichte der Piidagogik. Putnam, Geo. H. Books and their Makers during the Middle Ages, J. Regener, Fr. Skizzen zur Geschichte der Piidagogik. SoiiAFF, Philip. History of the Christian Church, IV. Schiller, Hermann. Lehrbuch der Geschichte der Padagogik. Smith, I. Gregory. Rise of Christian Monasticisnt. Thatcher, 0. J., and Schwill, F. Europe in the Middle Ages. WiSHART, A. W. Short History of Monks and Monasticisni. Woodhouse, Rev. F. C. Monasticisni. . jt t '^^JLl^ , G.^' ; h\,n\^, In -1X0. XIII ENGLAND AND IRELAND DURING THE EARLY MIDDLE AGES. I THE EARLY IRISH AND SCOTTISH SCHOOLS. (Draue, I, eh. ii; Edgar, 8-17; Fisher, 96-97; Laurie, 32-36; Lawless, 42-49; Montalambert, I, bk. viii, chs. ii, iii ; Newman, I, 116-129 ; West, 28-31.) 1 Christian civilization and monastic life introduced into Ireland [c. 425 A. D.], probably via Marseilles. a St. Patrick preached Christianity to the Irish [440j. b Monasteries soon became numerous. 2 Famous monastic schools of the 6th and 7th centuries. a Ireland at this time the center of learning of the world, b Schools destroyed by the Danes. (See Syllabus, p. 56.) 3 St. Columba went to Scotland [565] to establish Christianity. a His life and work, b lona founded. 4 Early Bardic schools of Ireland and Scotland. Beginnings of national literature and education. (Edgar, 23-32, 279-286.) II CHRISTIANITY AND LEARNING! IN ENGLAND. (Church, 120- 131; Drane, I, eh. iii; Edgar, 17-19; Fisher, 146-149; Hazlitt, I, 177-238; Laurie, 35-39; Mullinger, 49-51, 61-67; Newman, I, 116-129; SchafL', IV, 19-76; West, 29-39.) 1 St. Augustine in Kent [Landed, 597 A. D.]. a Rapid spread of Christianity in England. b Oswald sent [635] to lona for monks. e Monasteries and churches multiply. (Hunt, eh. x.) d Wearmouth, Yarrow, and Lindisfarne founded. 1) Their libraries. (Church, 157-161.) e Bede a life-long student at AVearmouth and Yarrow. (Gairdner, ch. i; Hodgetts, lect. 3.) 2 Bede's friend, Egbert, founded the cathedral school at York [732]. a Its great library. (Mullinger, 61-67; West, 31-37.) b The grammar school at York [700-1902]. (Leach.) c Alcuin [735-804], a pupil in the school, and afterwards master. (Monnier, pt. 1, ch. i.) 1) AVhat he studied. 2) His fame as a teacher. (See Syllabus, p. 67.) crclopnunf of Eiin.'pr, U. *LArRoix, I'Ai I.. Lc moycn ayr ct la rcnuissuncr, II and IV. tLAcuoix, I'M I.. Hciencc and Literature in the Middle Ayes. JLacroix, Pa I I.. 1/ccole et la science jusqii'a la renaissance. RAfsiiDALL, H. I niversitics of Europe in the Middle Ayes, II, Pt. 2. TowNSEXD, \V. J. The Great Schoolmen of the Middle Ayes. Steele, Robert, tiansl. Mcdia-val Lore (Aiiglitiis) . XVIII IMPORTANT MOVEMENTS OF THE TENTH TO THE THIRTEENTH CENTURIES. (Hallam, II, ch. ix; Masson, chs. ii, iii; May, I, 243-253.) I FEUDALISM. (Abcly, cli. vii: Adams, ch. ix; Allen, ch. ii; Cheyney ; Duruy, ch. xv; *Emerton, ch. xv; fEmerton, ch. xiv; Green, 83- 85 ; Guizot, I, lect. 4, III, second course, lects. 1-5, and IV, lects. 6-11 ; Jones, ch. v ; *Lacroix, I, chs. i, iv. III, ch. vii ; f Laeroix, chs. ii, iii ; [^Laeroix. ch. i ; §Lacroix, 1-86 ; ]McLaughlin, 71-99 ; Robertson, I, 16-25; Seebohm, 16-21.) 1 Elements contributing to the development of Feudalism. 2 Beginnings of the feudal regime. (*Emerton, ch. xv.) 3 Elements in the feudal state. (Duiniy, ch. xv; fEmerton, ch. xiv.) a Reciprocal relations of the Lord and Vassal. (fEmerton, 488- 497.) b Balancing of relations; — an organized anarchy, c Condition of the serfs. 4 Ecclesiastical feudalism. a Great increase in the temporal power of the Church during the Middle Ages. b Centralization of authority in the hands of ecclesiastics. , c The Church the State. 5 Good results of the system. a The sense of personal honor. 6 Causes of its decline and fall. (Seebohm, 16-21.) a Popular hatred of the system. b Mutual jealousy of king and clergy. c Rise of the Common Freeman. (fEmerton, 509-519.) d Passing away of the conditions which gave rise to it. II CHIVALRY: EDUCATION OF THE KNIGHT. (Allen, ch. v; Cutts. 353-368; Dumy, 230-232; Francke, 63-72; Guizot, IV, lect. 6; Jones, ch. iv; *Lacroix, I, ch. vi; ijlLacroix, ch. v; §Lacroix, 86- 148; Oman; Robertson. I, 75-79; Stille. ch. xii; Thatcher and Schwill, 602-605.) 1 An outgrowth of Feudalism and of the influence of the Church upon the barbarians. (Gautier, 1-23.) 2 The T(Mi Commandments of Chivalry. (Gautier, 24-85.) 87 >--^^^ i^^^ „ ^ - . U ^ •^ jf ^a^&^^^^^ 88 MOVEiMEKTS OF THE TEXTH TO THIRTEEyTH CEXTURIES. 3 A Lord's court. (Gautier.) 4 Education of his sons. a Inadequacy of the episcopal and monastic schools. b Formation of the castle school. 5 The new subjects and plan of instruction. (Cutts, 40G-422; Dittes, 106-108 ; Wright, 130-140.) a The page. 1) His training. (Gautier, ch. v.) ■ 2) Subjects taught, b The squire. 1) His training. (Gautier, ch. vi.) c The knight. I 1) The ceremony. (Gautier, chs. vii, viii; Traill, II, 125-129.) i 2) The oaths. 3) His duties. (Cutts, 406-422; Gautier.) 6 Contrast between knightly and clerical ideals as to:^ a Purpose of instruction. b Nature and method of instruction. c Education and position of women. 7 The seven Frommigkeiten of the Middle Ages. 8 Good results of Chivalry. Its decline and end. a Value in developing the native languages. 9 Principles of knightly education introduced into the study of law in I the 13th century. a Oath of the Knight of Law. (Forsyth, 222-227.) Ill THE CRUSADES. (Adams, ch. xi ; Allen, ch. iv; Guizot, I. lect. viii; JLacroix, ch. iv; §Lacroix, 148-198; Milman, III, bk. 7, ch. \\; Munro ; Putzker, map 16 ; Robertson, I, 25-34 ; Stille, ch. xii ; Thatcher and Schwill, 361-430; Trench, lect. x.) 1 Causes leading to the Crusades. (Keane, ch. iii.) 2 Effects of the Crusades upon Western Europe, Avith reference to: — (Duriiy, 286-289; Guizot, I, lect. viii; Thatcher and Schwill, 431- 434.) a Isolation. Unification, b National feeling. c Development of common ideals among the nations. d Intercommunication. e Reopening of commerce. (Adams, ch. xii; Duruy, 318-320; Stille, ch. XV; Traill, I, 386-388 ; Zimmern, 30-47.) 1 ) Its humanizing and educative effect. 89 MOVEMEyrS of the TEXTH to THIRTEE'STE CEyTURIES. f Introduction of new knowledge, g New interests and new desires. 1) Change of attitude of hiimanit}' toward the old problems. IV RISE OF THE FREE CITIES. (Adams, eh. xii ; Allen, 241-250 ; Ashley, I, eh. ii; Durny, ch. xxii ; fEmerton, eh. xv; Francke, 100-107; Guizot, I, lect. vii ; Henderson, 417-422 ; Hibbert ; Jones, chs. viii, ix ; Robertson, I, 34-75 ; Smith, Introd. ; Stille, 397^08 ; Thatcher and Schwill, ch. xvi, and 562-567, 612-614; Traill, I, 360-366, 466-467, II, 109-n].) 1 Origin of medieval communes and cities. a The municipal movement of the 11th and 12th centuries. 1) Causes for. 2) Effect in:— (fEmerton, ch. xv.) a) Enfranchising the serfs. b) Evolving the artisan. c) Evolving the merchant, and more stable economic con- ditions. 3) The mediaeval merchant. (Cutts, 487-517; Duruy, 318- 326: Green,' Mrs., II, ch. viii; Hallam, II, ch. ix, pt. 2; *Lacroix, III, eh. iv; fLacroix, ch. vii.) a) The Florentine merchant. (*Scaife, ch. vii; fScaife, 298-300.) 2 Extension of rights and privileges by royal charters. (Cheyney, 7-11.) 3 Organization of guilds, a Nature of these guilds. (Cheyney, 12-35; fLacroix, ch. viii.) b Part taken by them in securing:— (Ashley, I, ch. ii; Cheyney, 12- 35; Jones, ch. ix; Smith; Zimmern, 11-20.) 1) Justice. Security, Free speech. 2) Self government and political rights. e Extension to other Jfields- church guilds, social guilds, etc. 4 The mediaeval town. (Ashley, I, ch. ii ; Cheyney, 2-11; Cutts, 529- 546; Zimmern, 82-125.) 5 Burgh schools established by the more important cities. (Dittes, 109- 114; Edgar, ch. x; Grant, 25^4; Kammel, 56; Lorenz, 52-69, 101-107; Mackintosh, I, ch. xii; Nohle, 18-26; Russell, 11-16; Schiller, 60-64; Schmid, II, Pt. 1, 309-332; Specht.) a By whom taught, b Language used, c Nature of instruction. 1) Subjects taught. 90 MOVEMEXTS OF THE TEyTH TO THIRTEENTH CENTURIES. 2) The first school-house [Berne, 1481]. d Struggle betAveen Church and State for the control of these schools. V REFERENCES. 1 Sources. Cheyney, Edw. p. Documents Illustrative of Feudalism; in Trans, and Reps. Souj-ces of Eu. Hist., IV, No. 3. Cheyney, Edw. P. Euf/lish Toicns and Guilds; in Trans, and Reps. Sources of Ell. Hist., II, No. 1. Gross, Chas. The Gild Merchant, II. Jones, Gxjernsey. Civilization in the Middle Ages. MuxBO, D. C. ZWhan and the Crusades; in Trans, and Reps. Sources of Eu. Smith, TouTmin. Knghsh Gilds. ' 2 Secondary Authorities of first importance, containing chapters on one or more of the important movements. Abdy, J. T. Lectures on Feudalism. Adams, Geo. B. Civilization during the Middle Ages. CuTTS,. Rev. Edw. L. Scenes and Characters of the Middle Ages. DuRUY, Victor. History of the Middle Ages. GuizoT, F. History of Civilization. *Emertox, E. Introduction to the Study of the Middle Ages. fEMERTON, E. Mediceval Europe. Gautier, Leon. Chivalry. Hallam, Henry. The Middle Ages, II. *Lacroix, Paxjl. La moyen age et la renaissance. fLACROix, Pavl. Manners, Customs, and Dress during the Middle Ages. tLACROix, Paul. Military and Religious Life in the Middle Ages. §Lacroix, Paul. Le chcvalerie et Ics croisadcs. Thatcher, O. J. and Schwill, F. Europe in the Bliddle Ages. Wright, Thos. The Homes of Other Days. 3 Secondary Authorities having particular reference to the rise of the cities and the evolution of the middle and lower classes of society. Ashley, W. J. English Economic History, I. Gross, Chas. The Gild Merchant, I. Green, Mrs. J. R. Town Life in the Fifteenth Century, II. Henderson, E. F. History of Germany in the Middle Ages. HiBBERT, F. A. Influence and Development of English Gilds. *ScAiFE, W. B. Florentine Life During the Renaissance. tSCAiFE, VV. B. Commerce and Industry of Florence during the Renaissance; in Rep. Am. Hist. Assoc, 1891, pp. 298-300. Smith, Toulmin. English Gilds, Introduction. Still£, Chas. J. Studies in Mediceval History. Zimmern, Helen. The Ilansa Toicns. 4 Secondary Authorities containing short chapters or sections on the beginnings of Burgh Schools. Dittes, Fr. Gcschichte der Erziehung und des JJnterrichtes. Edgar, John. History of Early Scottish Education. FEUDALISM; C'lUVALRY; CRUSADES; FREE CITIES. 91 Grant, Jas. History of the Burgh and Parish Schools of Scotland. Kammel, H. J. Geschichte dcs Deutschcn Schulucscns im Ubergunyc vom Mittelaltcr zur Ncuzeit. LoRENZ, S. Volkscrziehung und Volksunicrricht im spiitereii Mittelaltcr. Mackintosh. Joiix. Histuri/ of Cirilisotion in Scotland, I. NoHLE, Dr. E. History of the German School System; in Ecp. U. S. Com. Educ, 1897-1898, I, pp. 18-26. Russell, James E. German Higher Schools. Schiller, Hermanx. Lehrbuch der Geschichte der PUdagogik. SCHMID, K. A. Geschichte der Erziehung, II, pt. 1. Speciit, F. a. Geschichte des Unterricliisicesen in Dcutschland von den Ultestcn Zeiten bis zur Miftcl dcs 13 Jahrhundert. 5 Secondary Authorities of minor importance, or which contain only a short section or a general chapter. Allen, J. H. Christian History, Second Period. Forsyth, Wm. Hortensius the Advocate. Fr.\ncke, Kuxo. History of German Literature. [Social Forces.] Keane, Johx. The Evolution of Geography. May, Sir Thos. E. Democracy in Europe, I. McLaughlix, E. T. Studies in Mcdiceval Life and Literature. Milman, Hexry Hart. History of Latin Christianity. Robertson, Wm. History of Charles V, I. Seebohm, F. Era of the Protestant Jie format ion. Traill, H. D. Social England, I and II. Trench, R. C. Lectures on Mediaeval Church History. hi. ^ U{, /3Z - /3^ %u2'^^>i>Jlc-c^ ; XIX SCHOLASTICISM. (Allen, eh. viii ; Davidson, 151-158; Fisher, 208-218; Haureaii; Kurtz, II, 77; *Lacroix, II. ch. i; tLacroix, 111-lCO; Lowndes, 18-43; Milman, III, bk. 8, ch. v; Moeller, 422-435; Morlev, III, 316-324: Regener, 51-58; Schmid, II, Ft. 1, 258-308; Seebohm, 11-16; Seth.) I SOME EARLY SCHOLASTICS. (Barnard's Jr., XXIV, 368-374; Drane, I, ch. xii ; Emerton, 446-464 ; Erdmann, I, 287-355 ; Fischer, 55-66; Lewes, II, ch. i; fMnllinger, 49-64; Poole, 98- 108; Trench, lect. xiv; Ueberweg, §89-§94.) 1 John Scotns Erigena, master of the Palace School under Charles the Bald [e. 845-855]. (Guizot, III, lect. xxix; *Mullinger. 172-192: Townsend, ch. iii.) a Connecting link between Alcuin and Scholasticism. b Started questions which alarmed the Church, (Erdmann, I, 292- 301; *Mullinger, 171-192; Poole, 53-78 5 Townsend, ch. iii.) 2 St. Anselm [1033-1109] the founder of Scholasticism in the West. (Erdmann, I, 303-314; Maurice, 92-111; Moeller, 370-373; Town- send, ch. V.) 3 Abelard [1079-1142, Paris] declared for free inquiry. (Compayre, 74-75 ; Emerton, 453-455 : Erdmann, I, 317-326 ; Maurice, 116- 142; McCabe; Moeller, 374-376; Poole, ch. v; Rashdall, I, 37-72-. Thatcher and Schwill, 591-597; Townsend, ch. vi.) a He is silenced by the Church. b The three requests of his scholars. 4 Peter Lombard's Sentences [c. 1160] an attempt at a scientific system. (Maurice, 150-156; Milman, III, bk. 8, ch. v; ToAvnsend, ch. \aii.) II CAUSES OF THE RISE OF SCHOLASTIC THEOLOGY. (Drane, I. ch. xii ; Hallam, II, ch. ix, pt. 2 ; Nichol, II, 33-51 ; Rashdall, I, 37-72; Stille, ch. xiii ; Thatcher and Schwill, 581-602; Trench, lect. xiv.) 1 The 11th and 12th centuries a turning point, a Curiosity for secular knowledge, b Disquietude in all fields of thought. 1) Heresies began to disturb orthodoxy, e Desire for a philosophy which should explain the mysteries of Christianity. 92 93 SCHOLASTICISM. 2 Absence of : — a A classical literature. b An independent system of ethics. c A natural pliilosopliy. 3 Poverty of tbe literature of the early Middle Ages. Text-books in use. (See Syllabus, pp. 77, 79.) 4 Lack of commerce or Intercourse with the world. 5 Necessity of putting forth the new energy in some direction which the Church would approve. III SCHOLASTICISM EARLY RECOGNIZED ITS LIMITATIONS. (Emerton, 446-464; Hallam, II, ch. ix, pt. 2; Poole, ch. v; Rash- dall, I, 37-72.) 1 Abelard's experiences. 2 The methods of the Scholastics feared more than their teachings. 3 The Church finally adopted it as an ally. IV THE GREAT ERA OF SCHOLASTICISM. (Erdmann, I, 356-446; Fischer, 67-79 ; Lowndes, 18-43 ; Maurice, ch. v ; Milman, VI, bk. 14, ch. iii ; Morley, III, 316-324 ; Trench, lect. xviii ; Ueberweg, I, §98-§104.) 1 Revolution in Scholastic Philosophy about 1200 A. D., due to the in- troduction into Europe of: — (Townsend, ch. ix.) a Aristotle's Metaphysics, Physics, Psychology, and Ethics, b "Writings of Arabian and Jewish philosophers. 1) The new master science. 2 Founding of the Dominicans [Black Friars] in 1216. (Drane, II, ch. ii; Emerton, 462-464.) a Their objects preaching and public instruction, b Schools established in connection with the new Universities. 3 The three great Schoolmen. (Erdmann, I, 393-474; Lewes, II, ch. iii.) a Albert the Great. [German; Dominican; 1193-1280.] (Town- send, ch. X.) b Thomas Aquinas. [Italian; Dominican; 1225?-1274.] (Town- send, chs. xiii, xiv.) c Bonaventura. [Italian; Franciscan; 1221-1274.] (Townsend, eh. xii.) 4 Scholasticism in its decline. (Erdmann, I, 485-518.) a Duns Scotus. [ Englishman ; Franciscan ; 1265 ?-1308 ? ] . ( Town- send, ch. XV.) b William of Ockham. [Englishman; Franciscan; c. 1270-1347.] (Townsend, ch. xvi.) 94: SCHOLASTICISM. y ROGER BACON [1214-1294]. (Ball, 163-165; Erdmann, I, 476-485; Green, 138-141; Lewes, II, 77-87; Maurice, 233-239; Milman, VI, bk. 14, ch. iii; fMiillinger, 154-159; Nieliol, II, 52-57; Rout- ledge, 66-70.) 1 Character of the man and his learning. 2 His teachings and writings. 3 Attitude of the Church toward scientific investigation as shown by his imprisonment for magic [1278-1292?]. VI THE AVORK OF SCHOLASTICISM. (Emerton, 460^64; Stille, ch. xiii; Townsend, chs. xviii-xx; Trench, lect. xviii.) 1 Organization. 2 Reconciliation. 3 Accommodation of the old theology to the new philosophy. 4 Types of questions debated. (Froude, 123-125.) 5 The downfall of Scholasticism. VII THE SERVICE OF SCHOLASTICISM. (fMuUinger, I, 49-64; Stille.) 1 In awakening the minds of men. 2 In preparing the way for the Universities. VIII REFERENCES. 1 Secondary Authorities wliicli deal at length with Scholasticism. Erdmann, J. E. A History of Philosophy, I. Haur^au, B. Histoire de la philosophi scholastique. 2 Vols. Maurice, J. F. Mediceval Philosophy from the Fifth to the Fourteenth Cen- turies. SCHMID, K. A. Geschichte der Erziehuiig, II, Pt. I. Townsend, W. J. The Great Schoolmen of the Middle Ages. 2 Important Secondary Authorities. Davidson, Thos. History of Education. Emerton, E. Mediceval Europe. Fischer, Kltno. Descartes and his School. Lewes, Geo. H. The History of Philosophy, II. McCabe, Joseph. Peter Abelard. Milman, Henry Hart. History of Latin Christianity, III, VI. *MuLLiNGER, J. B. Schools of Charles the Great. tMuLLiNGEK, J. B. History of the University of Cambridge; I, from the Earliest Times to 1535. KiCHOL, John. Francis Bacon; his Life and Philosophy, II. Pooi.E, R. L. Illustrations of the History of Media;val Thought. Rashdall, H. rnirersities of Europe in the Middle Ages, I. Setii, a. Article Scholasticism; in Encyclopedia Britannica. Thatcher, O. J. and Schwii.l, F. Europe in the Middle Ages. Trench, R. C. Mediaeval Church History. 3 Secondary Authorities which contain short general chapters. Allen, J. II. Clnistian History; Second Period. SCHOLASTICISM. 95 Drank, A. T. Cluistian Schools iniil Scholars, I, II. Fisher, Geo. P. History of the ChrislUin Church. GuizoT, F. The History of Civilization, HI. *Lacroix, Paul. Le moyen age et la renaissance, II. fLACROix, Paul. L'^cole et la science jusqu'a la renaissance. Lowndes, R. Ren4 Descartes; his Life and Meditations. MoELLER, WiLHELM. History of the Christian Church in the Middle Ages. ]MoRLEY, Henry. English Waiters, III. Stillk, Ciias. J. Studies in Mediccval History. Ueberweg, Fr. History of Philosophy, 1. 4 ^^■orks of minor importance, or which refer to a single point in the Syllabus. Ball, W. W. R. Short History of Mathematics. Barnard, Henry. William of Champeaux, Anselm, and Abelard (Drane) ; in Barnard's Jr., XXIV, pp. 368-374. Froude, J. A. Life and Letters of Erasmus. Green, John R. Shorter History of the English People. Hallam, Henry. The Middle Ages. Kurtz, J. H. Church History, II. JNIoRLEY, Henry. English Writers, III. Regener, Fr. Skizzen zur Gesehichte der Pudagogik. RouTLEDGE, R. History of Science. Seebohm, F. Era of the Protestant Revolution. fepH 3 Ph' ,. >' ■ ^ ,_^ -iC ^^^ ;3 • 1^ •^ flHS i ^ — i-' ?^ .^ - tti ;n ■si- racow (Po iinfkirclit uda (Hun i 1 02 be Of!-lW i^ btiO ■^ t^CJ .0 * t^t^ '•^oo ':o Ml^t^ CO CO CO ■* ■* -* I Mn ffi CB.-tS_cS , ^^ ^'« to 03 Oi > P =s c S — 1^ C3 CO CO CO ir;. CO 10 10 »c 10 <3 — C-l CS p^.S't'S'l «:> w ffi a <^ IC c. ic a; ^ 3pCP5 -Sg'S l-C r- S- S m ■ CO - 3 ^^ CL, Ph' "^ M -^'' 2 S b£^ c £ S ^; rt £ 01 B Nl N C3 Oj 'T, , X •^ CO N ^ a*^ > i; ■3 0) n \^ tx S ci H ?^ t-lP^ E- '•Z) '-= K ►:; ;: rrt r* t^ "M 3-w C-. 1^1 -t cr 1" 1^ — in a r^ ri, 00 ^ (M IC IM m n "^ -^ ^ "^ '^ "J' "^ -^ "rfi ^ Tti ^ a P" ^' n^' "^ E h^ r~ "7 -— ^ ^^-v ^^ > ^ .2 S'^'3'c mpH bJD -b.S £,bJoi;C!.T; - S .be — '^ 3 2 ■^T* <;o rx. "^ r^ CO ic: 'JD ( ic -O^-C^l-^iC^ ^^^■^ ■Mt^; -^ o — - ICOJ P5 = p^ ,Z7 <^ •-q Ph ti ^'f p: p: O CO „^^ cn: ^-t? P3 CC Ph < CC <; r^ O 1" ec c-1 c. ';z;c:^ o CI CO CO f "f; CD ' ' «■ « 'i: -,- -- .ph-h ^- Pw .Ph >. £ &Tr r g i t 2.^ ^t I I Si !f~t- C.2 g ' .= P "-' I ikcqPh >- -r •iLimuao m^i •Ximnao ii CO cc cc CO r; — — o C' — -t- -r cr ~ CO CO CO CO CO CO CO -.Cinjuao f\ eS c -r.rt g'i'TS'iD S "^ .i '* '^ O' ac 'J2 cc cc ■» -f — iC c. vOnjuaj njoi •Xjin}U8Q qioi •s||na }noi|ji.\v (.10^.11311,) lnA'o>[ A(j iiindg ui jo) / JO 3.ioja(( niiBjaiwQ t!ipm«^ ipig [nuridmi .10 [ndisj a'(| |>o[iiin()j liijnjauaf) lujinig XX THE RISE OF THE UNIVERSITIES. (Barnard's Jr., XX, 737-765; Davidson, 106-174; Denifle; Dittes, 104-106; DiJlHnger, 1-40; Emerton, 405-476; Hamlyn, 1-38; "Laeroix, I, ch. vii ; JLacroix, 1-40; Noble, 11-20; Stille, 376-384; Tout, ch. xviii; also Encyclopedia Britaniiica, article U)iwcrsi1ics.) I CAUSES CONTRIBUTING TO THE RISE OF THE UNIVERSITIES. (Compayre, 24-^5; Emerton, 465-471; Laurie, 91-10.5.) 1 Work of the Church in making a commonwealth of Europe. 2 The- growth of commerce and the increase of wealth. 3 Increase in the quantity of knowledge. 4 The Scholastic movement. (Syllabus, p. 92.) 5 The organization of municipalities, securing and developing civil freedom. 6 The general movement toward associations. 7 The growing desire for broader education, free from the influence of the Church. II EVOLUTION OF THE FIRST UNIVERSITIES. (Barnard's Jr., IX, 49-56 ; Compayre, 46-69 ; Denifle, I, 1-29 ; Dittes, 104-106 ; Emer- ton, 465-471 ; Hamlyn, 1-38 ; Kaufmann, I, 344-409 ; Laurie, 91- 105, 171-191; fMullinger, I, 35-72; tMuUinger, ch. 1; Rashdall, I, 4-19, II, Pt. 1, 1-7; Schmid, II, Pt. 1, 339-425.) 1 Long local evolution usually preceded the university constitution. (See table of dates of foundation.) a Work of Abelard at Paris. (Compayre, 3-24; Newman, I, 192- 202; Rashdall, I, 25-68.) b Work of Constantine at Salerno. (Laurie, 106-123; Rashdall, I, 75-86.) c Development began with specialization. 1 ) Salerno ; Bologna ; Paris, d Evolution of the studium puhlica or studiuni gencrale out of the cathedral or monastery schools. (Barnard's eir., IX, 45-56.) 2 The technical date of foundation. a How founded. When f(mnded. By whom chartered. (See table. ) 1) Foundation charter of University of Heidelberg |1385]. (Henderson, 262-267.) 2) Foundation Bull of the University of Ingolstadt [1459]. (♦Barnard, Ap. I, pp. 157-158.) 98 99 THE RISE OF THE VyiYERSITIES. 3) Emperor's charter to the University of Halle [1693]. (*Barnard, Ap. XI, pp. 192-197.) b By -whom protected. c Some universities grew without foundation or charter, d No uniform plan for foundation until the fifteenth century, 3 The university mothers :— Bologna, Paris, Oxford, Salamanca, and Prague. Ill SALERNO. (Laurie, 106-123; Rashdall, I, 75-86.) 1 Constantine of Carthage lectured there [c. 1080], a Students from many countries of Europe. b Licenses to practice medicine granted in 1137. 1i^hit'l^HQ\SCr^S PATRiC QIORIA ^^GKTA svt;yp ^ VEMTaoBlTAS^QVEM CANA FIDESPIETASQ DECOJIVK- , < ,.r . ^ ^,FgCERAl>HOCPQSlTVM'MARMORCCQRPVSHARE'PW- ■^^ -' V^jl ^ CtVRTiVS Gfl,ATyS;>;. A] ■vflLlVS FIERI -^ ! <:^<'^'' BAS-RELIEF AT THE UNIVERSITY OF PAY I A '^^ '^^■^V "-f Representing a Professor lecturing [1495]. (From Lacroix, L'ccole et la science jusqu'a la renaissance, p. 69.) IV BOLOGNA [1158?]. (Barnard's Jr.. XX, 183-204, XXII, 275-308; Compayre, 56-57; Denifle, I, 40-64, 132-218, 745-762; Hamlyn, 38-48; Kaufmann, I, 167-183; Kirkpatrick, 113-137; Laurie, 124-140, fMullinger, I, 73-74.) 1 Early schools of law. 2 Irnerius, Professor of Civil Law [1070-1138]. (Rashdall, I, 89-127.) 3 Canon Law added in 1150. (Rashdall, I, 128-143.) 4 Number of students by 1200. 5 Schools of Art and ]\Tedicine established in 1316, and Theology in 1360. (Rashdall, I, 233-253.) 100 TEE RISE OF TEE UNIVERSITIES. 6 The place of Boloj^na in the history of culture. (Rashdall, I, 25-4- 268.) V PARIS [bef. 1200]. (Barnard's Jr., XXII, 309-322, XXIV, 745-776; Budinszky; Compayre, 287-306; Denifle, 40-132, 745-762; Des- maze ; Douarche ; Drane, II, ch. i ; Fournier ; Hamlyn, 48-60 ; *Jourdain; Kaufmann, I, 246-261; *Lacroix, I, ch. vii ; fLacroix, 1-60; Laurie, 141-171; Luchaire; f^lnllinger, I, 74-80; Peries; Thurot.) 1 An outgrowth of the cathedral school. (Rashdall. I, 271-296.) a Early teachers:— William of Champeaux, and Abelard. b A studium. generate by 1140. 2 Gradual emergence into a recognized legal corps. 3 Legal battle for rights and privileges [1210-1249]. (Rashdall, I, 300-321.) 4 The struggle leading to internal organization. (Rashdall, I, 322-334, 393-425.) A LECTURE OX CIVIL LAW BY GUILLAUME BEXEDIGTI. (After a 16th Century wood engraving, now in the National Library, Paris, Cabinet of Designs. ) 5 The place of the University of Paris in European history. (Rashdall, I, 518-558.) a Its political influence and importance. 101 THE RISE OF THE UNIVERSITIES. b Its influence in theology. c Its defence of the secuhir clergy against the Mendicants. (Rash- dall, I, 345-390.) d Its position in the history of education. 6 Popularity of the University in the Middle Ages. VI OXFORD AND CAI\IBRIDGE. (Barnard's Jr., XXII. 324-32G, XXVII, 817-944 ; Boase ; Brodrick ; Compayre, 57-59 ; Couch ; Denifle, I, 237-250 ; Furnival, xxvi-xli ; Gladstone ; *Green, ch. iii, sec. 4; f Green; Hamlyn, 60-92; Hulton; Jebb; Kaufmann, I, 308-322; Lang, chs. ii, iii; Laurie, 236-254; Little; Lyte; fMullinger, I, 131-146; Rashdall, II, Pt. 2, 519-577; Schmid, III, Pt. 1, 256-328; Stedman, 1-26; Traill, I, 332-343, 429-440, II, 61-74, 231-239, 504-507; *Wordsworth; f Wordsworth.) 1 Origin and early development of Oxford. (*Burrows, ch. ii ; Drane, II, eh. iv; t Green; Lyte; Newman, I, 315-335; Parker.) a The King Alfred myth. 2 Constitutional development of Oxford. (Lyte; Rashdall, II, Pt. 2, 361-387.) 3 The place of Oxford in mediaeval thought. (Drane, II, ch. xi ; Lyte; Rashdall, II, Pt. 2, 518-542; Stedman, 1-26.) 4 The colleges at Oxford. (Clark, A.; Lyte; NcAvman, I, 213-239; Rashdall, II, Pt. 2, 465-517.) 5 The University of Cambridge. (Ball, ch. xi ; Barnard's Jr., XXVIII, 369-448; *Clark, J. W.; fClark, J. W., I, i-xci; *Cooper; Denifle, I, 867-875; Dyer, I; Jessopp, ch. vi; Mayor; fMullinger, I, II; tMullinger; Rashdall, II, Pt. 2, 543-577.) a Founded by a migration from Oxford [1209]. b Its early history and development. 1) The mediawal period. 2) The transition period, 1535-1570. 3) The Elizabethan Statutes of 1570. 4) From 1570 to 1858. c The colleges at Cambridge. (f Cooper.) 6 Value of the two Universities to England and English life. VII SALAMANCA [bef. 1230]. (Barnard's Jr., XXII, 322-326, XXIII, 642, XXIV, 777-782, XXVII. 159; Compayre, 59-61; Denifle, I, 478-494; Rashdall, II, Pt. 1, 69-83.) 1 Foundation and organization. 2 Position in the history of Spanisli universities. 102 THE RISE OF THE Ul^IVEBSITIES. VIII PRAGUE [1347-81. (*Barnard, 11-21, 32-37, and appendix; Barnard's Jr., A^, 9-66 ; Denifle, I, 582-603 ; Fick ; Hamlyn, 92-130 ; Kam- mel, 97-120 ; Kanfmaim, II, 1-45 ; Laurie, 255-267 ; *PaTilsen, I, 25-36, 74-146; fPaulsen; Rashdall, II, Pt. 1, 211-232; Rep. U. S. Com. Educ, 1891-1892, I, 247-368.) 1 Prague the starting point of the German university system. 2 Influence of the University of Paris in its organization. 3 Students and instruction. 4 Secessions and migrations, resulting in the founding of other German universities. 5 The Protestant Reformation and the German Universities. (*Paulsen, I, 209-268.) IX INTERNAL ORGANIZATION OF THE EARLY UNIVERSITIES. (Dyer, I; Rashdall, I, 393-425, II, Pt. 2, 388-417.) 1 Privileges of the early universities. (Conipayre, 73-95; Laurie, 199- 203.) a Extent to which these contributed to their prosperity, b University Court, c Exemptions. HEINE ICrS DE ALLEMAGNI READING ETHICS TO HIS STUDENTS. (From the manuscript, 8cpiem libri cthices fratris Heinrici de AUemania sacra theologie professoris [1.310J. The orifjinal of this picture is in the Kgl. Kupferstichkal)inet, Berlin. After Fick, Auf DcuIni'IiIhikIs IihIkh Scliulcn, p. 7.) 103 THE RISE OF THE UNIVERSITIES. 2 The Nations and Faculties. (Compayre, 96-113; Laurie, 202-213; Schmid, II, Pt. 1, 496-548.) a Nations in the University of Paris, b Nations in other Universities, c The four traditional Faculties. 3 Government of the Universities. (Compayre, 114-138.) a Democratic character of. b The Chancellor, Rector, and other officers. 4 Graduation and degrees. ( Compayre, 139-163 ; Laurie, 214-255, 274- 286; Rashdall, I, 21-22, 206-232.) a Origin of graduation and degrees. b The three degrees and their signiticance in the different uni- versities. 1) The Bachelor. 2) The Licentiate. 3) The Master, or Doctor, c Promotions and graduations. X FACULTIES; STUDIES; METHODS OF INSTRUCTION. (Ball, ch. viii, for mathematics at Cambridge; Faculties in German Univer- sities, *Barnard, 21-29 ; Furnivall, pp. xxvi-xli ; Germain, \ for jNIedicine at Montpellier; Giinther, for Mathematics; Kauf- mann, see contents; i^Lacroix, chs. i-v; Laurie, 268-274; Lyte, 195-237; Studies at Guyenne [1583], Massebieau; tIMullinger, I, 345-366, II, 402-404, 414-429 ; IMedicine, Arts, and Theology at Bologna, Rashdall, I, 233-253 ; Faculties and Studies at Paris, Rashdall, I, 426-477; Faculties and Studies at Oxford, Rashdall, II, Pt. 2, 440^64 ; Schmid, II, Pt. 1, 425-495 ; Steele, for Science ; Thurot, for instruction at Paris; f Wordsworth, for 18th Century English. ) 1 The Faculty of Theology. (Compayre, 199-213.) a Position among the faculties. b The faculty at Paris a model, c Books and methods of instruction. 2 The Faculty of Arts. (Compayre, 167-198.) a List of lectures in Prague [1366] ; Erfurt [1449] ; Ingolstadt [1472]; and Vienna [1389]. (*Barnard, Ap. II, pp. 159- 160.) b The instruction given. c Books used. d Degrees granted. 3 The Faculty of Civil and Canon Law. (Barnard's Jr., XXII, 327- 330; Compayre, 214-239; Hallam, II, 598-602; Peries; Savigny.) 104 THE RISE OF THE UNIVERSITIES. a Popularity of the study of Law in the Middle Ages. b Nature and method of instruction, c Dignity of the profession. (Forsyth, 222-227.) ■1 The Faculty of Medicine. (Compayre, 240-259; Germain; Steele.) a Attitude of the Middle Ages toward the study of ]Medicine. b Books used and methods of instruction. c Amount of medical knowledge possessed by the professors. (Syl- labus, p. 83.) 5 Libraries and teaching equipment. (Azarias, 105-108; *Burrows, ch. v; fBurrows, ch. iv; fClark, J. W., Ill, 387^71; JClark, J. W.. 22-48; §Clark, J. W. ; Compayre; Fletcher, ch. ii; Rashdall ; Traill, II, 238-239.) a Early libraries, b After the invention of printing. 6 Value of a mediaeval education. (fMullinger, I, 345-366, II, 401- 404, 41-1-429; Rashdall.) LIBRARY OF THE UNIVERSITY OF LEYDEN. (After an engraving by J. C. Woudanus, dated 1(510. From Clarke's The Care of Books. The MacTiiilla'n Co., X. Y. Reproduced by permission of the publishers.) 105 THE RISE OF THE UNIVERSITIES. XI TEACHERS. STUDENT LIFE. (Azarias, 49-102; Ball, 249-254; *Barnard, 29-32, 37-52; Compayre, 263-186; Germain; Kaiif- mann. see contents ; Lagrange ; Lang, ch. ii ; Laurie, 195-199 ; Lyte, eh. viii: fMullinger, I, 328-345, II, 372-401; Munro; at Paris, Peries; Rashdall, I, 210-221, II, Pt. 2, 581-712; Schmid, II, Pt. 1, 496-548.) 1 Relations betAveen students and teachers. 2 Dependence of teachers upon student fees. 3 Previous education of a university student. 4 University discipline. 5 Number of students. 6 Initiations of new students: students' guilds. (Sheldon, ch. 1, sects. 1-3.) 7 Students' dress; standard of living; amusements. 8 Turbulence and licentiousness of university life. XII INFLUENCE OF THE EARLY UNIVERSITIES. (Compayre, 287- 304 ; Laurie, 236-293 ; Rashdall, I, 254-270, for Bologna ; I, 515- 558, for Paris; II, Pt. 2, 518-542, for Oxford.) 1 The Universities as a public force. a Effects of their privileges. 2 Intervention in church and state affairs. a Examples of political interference on the part of the University of Paris. (Compayre, 290-293; Rashdall, I, 518-521.) 3 National character and bold independence. a Stood for freedom in an age of oppression. 4 Effect of the interchange of students. 5 Only slowly reached the masses. a Busy preparing leaders. XIII REFERENCES. For numerous additional references on tlie universities of Belgium, France, Germany, Great Britain, Holland, Italy, Sweden, etc., see pp. 14;3-l(j8 of the Columbia University Catalogue of liools on Eclucaiiov. Also see the bil)li(igraphies given in the university histories, especially in Kashdall. 1 General Histories of the Universities. Barivakd, Henky. Roman Uaw in the Universities of the JNIiddlc Ages (Savigny); in Barnard's Jr., XXII, 273- 330. . CoMPAYR]^, G. Abelard, and the Origin and Early Hislory of the Universities. Dexifle, H. Die UniversitUten des Mittelalters, I. Encyclopedia Britannica. Article Universities (Mullinger). Hamlyx, V. W. C. Universities of Europe at the Period of the Reformation. Laurie, S. S. Rise and Constitution of the Early Universities. Rashdall, H. Universities of Europe in the Middle Ages. 2 Vols., Vol. 11 in two parts'. 13 106 THE lilSE OF THE UNIVERSITIES. Savigxy, F. C. Roman Law in the Universities of the Middle Ages; translated in Barnard's Jr., XXII, 273-330. ScHMiD, K. A. Geschichte der Erzieliung, li, Pt. 1. 2 Secondary Authorities containing a general article on the early history of the Universities. Barnard, Henry. Original Significance of the Term University; in Barnard's Jr., IX, 49-56. Barnard, Henry. The German Universities (Eaumer) ; in Barnard's Jr., VI, 9-66. Davidson, Thos. History of Education. DoLLiNGER, J. I. VON. Addresses on Historical and Literary Subjects. Same art. in Barnard's Jr., XX, 737-765. Drane, a. T. Christian Schools and Scholars, II. Jebb, R. C. The Work of the Universities for the Nation. Kammel, H. J. Geschichte des deutschen Schulicesens im Uebergange vom Mittelalter zur Neuzeit. *Lacroix, Paul. Le moyen age et la renaissance, I. tLACROix, Paxil. L'ecole et la science jusqu'a la renaissance. tLACROix, Paul. Science and Literature in the Middle Ages. Tout, T. F. The Empire and the Papacy, 918-1273. Traill, H. D. Social England, I and II. 3 Sources and Secondary Authorities relating to instruction, libraries, and student life in the early universities. AzARiAS, Brother. Essays Educational. ^Burrows, Montague. Collectanea, Second Series. (Oxf. Hist. Soe. Pubs., Vol. XVI.) fBuRROWS, Montague. Collectanea, Third Series. {Oxf. Hist. Soc. Pubs., Vol. XXXII.) tCLARK, J. W. Libraries in the Mediceval and Renaissance Periods. § Clark, J. W. The Care of Books. Fletcher, C. R. L. Collectanea, First Se7-ies. (Oxf. Hist. Soc. Pubs., Vol. V.) Germain, A. Les etudiants de l'ecole de medecine de Montpellier au XVI *^ si&cle; in Revue Historique, III, 31-70. GtJNTHER, Siegmund. Geschichte des mathematischcn Unterrischts in deutschen Mittelalter, bis zum Jahre 1525. [Man. Germ. Paed., Vol. III.) Henderson, E. F. Select Historical Documents of the Middle Ages. Lagrange, F. Les ecoles au moycn age. MuNRO, D. C. The Mediceval Student; in Trans, and Reps. Eu. Hist., II. Sheldon, Henry. Student Life and Customs. Steele, Robt. Mediceval Lore. 4 Works containing short general articles. Dittes, Fr. Geschichte der Erziehung und des Unterrichtes. Emerton, E. Mcdiaval Europe. Green, J. R. Shorter History of the English People. Newman, John Henry. Historical Sketches, I. NoHLE, Dr. E. History of the German School System; in Rep. Com. Educ, 1897-8, I, 3-82. Stilli^:, Chas. J. Studies in Mediceval History. 5 Articles on the early history of Italian and Spanish Universities. Barnard, Henry. Alfonso X. and the Code of 1256 (Tickner) ; in Barnard's Jr., XXIII, 642. Same art., XXVII, 159. Barnard, Henry. History of Superior Instruction in Spain; in Barnard's Jr., XXIV, 777-782. ^^^^gk^.W^.H-I^W. '^^-^^^ THE IU8E OF THE VXIVERSITIES. 107 Barnard, Henry. Historical Devolupment of the Italian Universities; in Bfiniard's Jr., XX, 183-204. KiRKPATRicK,, J. The Ocfoccnteuanj Festival of the University of Bologna. 6 Sources and Secondary Authorities relating to the history of the University of Paris. Barnard, Henry. Tlie University of Paris (Drane) ; in Barnard's Jr., XVIV. 715-776. BuDiNSZKY, Alex. Die VniversilUt Paris und die Fremdcn an derselben im Mittelalter. Desmaze, Chas. a. L'universitd de Pari.s, 1200-1815. Denifle, H. and Ciiatelain, A. Chartularium Universitatis Parisiensis 4 Vols. DouARciiE, Aristide. L'univcrsitd de Paris ct les Jdsuites, 16' et IT siecies. FouRNiER, Marcel. Lcs statutes et privileges des universities frangaises depuis letir fondation jusqu'a 1789. *JorRDAiN, Chas. Histoirc de Vuniversite de Paris aux JVII' et XVIII siecle. tJouRDAiN, Chas. Index Chronologicus Chartarum Universitatis Parisiensis. LucHAiRE, Achille. Uiiniversite de Paris sous Philippe Auguste (1180- 1223). Peries, l'Abbe G. Let, FaculVe de droit dans Vancienne university de Paris. Thurot, Chas. De Vorganisation de Venseignement dans Vuniversite de Paris an moyen age. 7 Sources and Secondary Authorities relating to the early history of a few other French Universities. Beijn, Feed. Histoire de Vancienne universile de Provence, (Aix) depuis fondation (lJtOO-lJ,09) jusqu'en 1793. Bourmont, Amede. La fondation de Vuniversite de Caen et son organisation au XV' siecle. Marchand, J. L'universite d'Avignon aux XVII' et XVIII' siecies. MuTEAU, Chas. Les icoles et colleges en province jusqu'en 1789. Marchand, J. La faculti des arts de Vuniversite d'Avignon. Massebieau, Louis. Schola Aquitani-ca; Programme d'^tudes du college de Guycnne au XVI' siecle. Montpellier. Cartulaire de Vuniversite de Alonfpellier; Vol. I, 1181-1J,00. 8 Sources and Secondary Authorities relating to the history of the University of Oxford. Barnard, Henry. The University of Oxford; in Barnard's Jr., XXVII, 817-944. BoASE, Chas. Wm. Oxford. Brodrick, Geo. G. Ilistory of the University of Oxford. Clark, Andrew. The Colleges at Oxford. Couch, L. M. Q. Reminiscences of Oxford {1559-1850). FuRNiVAL, F. J. The Bahees Book. Gladstone, Wm. E. The Romanes Lecture, 1892; An Academic Sketch. Green, J. R. Shorter History of the English People. fGREEN, J. R. Oxford Studies. (Oxf. Hist. Soc. Pubs., XLI.) HULTON, Sam'l F. Rixac Oxonienses. Lang, Andrew. Oxford; Brief Historical and Descriptive Notes. Little, A. G. The Grey Friars at Oxford (1224-1536). {Pubs. Oxf. Hist Soc, Vol. XX.) Lyte, H. C. M. History of the University of Oxford 108 THE lU.SE OF THE rM\Eh\SrnES. Oxford University. College Histories Series. 21 Vols., by various authors. (Robinson, London, 1898-1902.) Oxford Historical Society. Publications. 41 Vols., 1884-1890. (See list.) Parker, Jas. Early History of Oxford, 727-1100. (Oxf. Hist. Soc. Pubs., Vol. III.) Stedman, a. M. M. Oxford: Its Life and Schools. 9 Sources and Secondary Authorities relating to the history of the University of Cambridge. Ball, W. W. R. History of Mathematics at Cambridge. Barnard, Henry. The University of Cambridge; in Barnard's Jr., XXVIII, 369-448. Cambridge University. College Histories Series. 18 Vols., by various au- thors. (Robinson, London, 1898-1902.) *Clark, J. W. Cambridge : Brief Historical and Descriptive Notes. tCLARK, J. W. Architectural History of Cambridge, I, III. *Cooper, Chas. Henry. Annals of Cambridge (695-lSJi9) . 4 Vols. tCooPER, Chas. Henry^. Memorials of Cambridge, 3 Vols. Dyer, Geo. Privileges of the University of Cambridge, I. Jessopp, a. The Coming of the Friars. Ch. vi. May'OR, J. E. B. Cambridge in the 17th Century. fMuLLiNGER, J. B. 1, The University of Cambridge from the Earliest Times to the Royal Injutictions of loSo. II, The University of Cambridge from the Royal Injinictions of 1533 to the Accession of Charles the First. JMuLLiNGER, J. B. History of the University of Cambridge. *Words\vorth, C. Social Life at the English Universities in the IStli Century. fWoRbswoRTH, C. Scholce Academical: Studies at the English Universities in the 18th Century. 10 Histories of the Irish and Scottish Universities. Bulloch, John M. A History of the University of Aberdeen, U'iOo-189.5. Grant, Sir Alexander. The Story of the University of Edinburgh. 2 Vols. Mackintosh, John. History of Civilisation in Scotland, 4 Vols. Stubbs, John W. History of the Universiti/ of Dublin. 11 Sources and Secondary Authorities relating to the history of tlie (iernian Uni- versities. *Baknard, Henry. Editor. R(tuiner's (Icnnan Universities. Barnard, Henry. History of tlie University of Tiibingen (1477-1848); in Barnard's Jr., IX, 57-111. Bruchmuller, \V. Beitriigc zur (leschichir dcr Univcrsiliifen Lcijizig und Wittenberg. Fischer, Kuno. Festrede zur Fiinfhuudcrl jahvigcn J uhclfder Univcrsitiit Heidelberg. FiCK, Dr. R. Auf Deutschlands hohcn Schulcn. Kacfmanx, (Jkohg. Die (lesehichte der dcutschen Universiliitcn. 2 Vols. Koch, J. F. \V. Di<' Preussichen Universitiilrn. 2 Vols.; \'(il. 11 in two parts. *P.\vlsen, 1'r. (lesehichte des gelehrten Unfevrichts, J. (2n(l Ed. I fPATLSEN, Fr. The (Jermun Universities. (Also in Rep. I . S. Cohi. Edne., 1891-1892, I, 247-308.) Ral'.mer, Karl von. Geschichic iter J'iidagogil:, IV. ( Trauslalcil in J'>:inuud.) ScHWAUZ, J. ('. E. Das ersie Jahrzchnd der Univcrsitiit Jena. TilOMSiEN, Dr. R. (lesehichte der UniversiiUt Basel, lo,i.i-l()->2. Thorbeckk. Atg. Die iilteste Zeit der Universitat Heidelberg { l.iSd-l 'I'/O) . Zarncki:. I''i:. Diedi ulsrlun Univrrsifiiten im Mittdalter. XXI THE REVIVAL OF LEARNING. (Davidson, 175-180; Fischer, 80-120; tHallam, 11, ch. ix, pt. ii, sec. 4; Liscorab; Moeller, 523-552; Putnam, 1, 317-347; Russell, 18-26; Williams, 23-45; also Encyclopedia Britannica, article Benaissancc.) A In Italy. (Morley, VII, 1-20; Regener, 62-66; Schiller, 68-73; Schmid, II, Pt. 2, 5-40; *Seebohm, 68-75; *Symonds, ch. vi; fSymonds; *Thatcher and Schwill, 616-633; fThatcher and Schwill, ch. xvii; Trench, lect. xxvi.) I THE PERIOD OF PREPARATION. (Adams, 364-373; Allen, ch. xi; Burcklmrdt, I, 181-196, 247-251 ; Draper, II, 190-193 ; Field, chs. i, ii ; May, I, ch. vi ; *Mullinger, 379-407 ; Owen, 13-95 ; *Paulsen' I, 7-13 ; Robertson, I, 1-15 ; Schaff, 7-12 ; *Seebohm, 8-20 ; Stille, ch. xvi; *Symonds, ch. i; fSymonds, 51-70.) 1 Events which served to prepare Europe for a revival of learning. a New interests and new standards of judgment. 2 Italy the first to inaugurate the new movement. Why. a Deviation of a national genius into antiquarian channels. II BEGINNINGS OF THE MOVEMENT. (Allen, ch. xi; *Barnard, 22- 39; Barnard's Jr., VII, 413-432; Baumeister, I, Pt. 1, 41-45; Burckhardt, I, 261-295; Draper, II, 190-198; Field, ch. iii, and 68-85; *Hallam^ I, ch. ii, see contents; fHallam, II, ch. ix, pt. ii ; Painter, 120-125 ; Scaife, ch, v; fSymonds, chs. ii, iii.) 1 Dante [1265-1321] . (Adams, 374 ; Allen, ch. x ; Owen, 96-107 ; Schaff, 13-21.) a His position. 2 Petrarch [1304-1374]. (Adams, 375-378; Drane, II, ch. v; fHallam, II, 630-634 ; f Jebb, 1-lG ; *Mullinger, I, 379-391 ; Owen, 107-127 ; Robinson-Rolf e ; Schaff, 22-26; fSymonds, 70-87.) a Brought to light the monastic treasures. b First to appreciate Greek, c Pointed out the value of the classics as a means of higher self- culture. 3 Boccaccio [1313-1375]. (Owen, 128-146; Scaife, 111-113; Schaff, 27-30; fSymonds, 87-98.) a Equalled Petrarch in love for the classics, b Had the first translation made from Greek to Latin. 109 110 THE REVIYAL OF LEARXIXG. 4 Emmanuel Chrysoloras, of Constantinople, invited by Florence to th(3 first Chair of Greek Letters in the West [1396]. (*Mullinger, I, 391-396; Schaff, 50-54; fSymonds, 108-113.) a Great impetus given to the study of Greek. 5 Ravages of the Turks about Constantinople drove many Greek scholars to the West, and Avith the fall of Constantinople [1453] many went to Italy. 6 AVork of other scholars. AVork of Florence. (Drane. II. ch. viii; *j\Iullinger, I, 400^03; Scaife, ch. v; Schaff. 44-54; *Seebohm, 68-75; fSymonds, ch. iv.) III PATRONS OF THE NEW LEARNING. (*Barnard. 42-64: Barnard's Jr., VII, 435-460; Burckhardt, I, 303-322; Drane, II, ch. viii; Field, ch. iii, and 68-85; Scaife, ch. v.) 1 Cosimo de Medici [1389-1464]. (Schaff, 33-35; fSymonds, ch. iv.) a His work in collecting and copying manuscripts. 2 Pope Nicholas V [Pope, 1447-1455].* (Schaff, 36-43; fSymonds, 222- 230.) a Founded the Vatican library and made Rome the literaiy center of Christendom. (Schaff, 39-43.) IV ITALIAN HUMANISTIC EDUCATORS OF THE 14th CENTURY. (*Barnard, 39-64: Baumeister, I, Pt. 1, 45-48; *Paulsen, I, 49- 74; Schiller, 68-73.) 1 Vittorino de Feltre [1379-1446]. (Burckhardt. I, 298-300: fJebb, 16-21 ; Rosier, 101-125; fSymonds, 289-298; Thurber: Woodward, 1-92.) a Birth and education, b Padua at the time. c His conception of the ideal of education. d Tutor to the sons of the Prince of Gonzages. 1) What the boj^s were taught. 2) His method of instruction. 2 Petrus Paulus Vergerius [1349- ?]. (Rosier, 73-101 ; AVoodward, 93-118.) a His treatise, De Ingenius Moribus [1392]. 1) Concerning character and. its discipline. 2) Concerning liberal studios and the manner of study. 3) Concerning bodily exercises and the art of war. 4) Concerning recreation. b One of the first educators to approach the subject along the new lines, urging and defending subjects previously neglected or forbidden. 11] THE liEVIYAL OF LEAIiMyO. (Burckhardt, I, 300-302; *Mullinger, Rosier, 131-150; fSymonds, 298-301; Battista Guarino [1434-1460]. I, 396-398; Palgrave, 818 AA'oodward, 159-178.) a Letter on the Order and Method of Teacliing and Studying the Classical Authors [1459]. b First to uphold and defend the claim that a knowledge of Greek and Latin is a requisite in an educated gentleman. I) Analysis of his letter. HVoodward. 161-178. A SCHOOL. (Reproduction of a page now in the South Kensington Museum, London. Tlie page is from a copy of either the Epigrammuta of Joh. Bap. Cantalycius, printed in Venice in 1493, or from the De titrnctura Conipositionis of Ferreltus, printed at Forli in 1495.) The master and his pupils are shown as seated and as using ordinary books. The monitor in the foreground on the left seems to be catechising the younger boy who faces him und is holding a horn-book. 4 ^Eneas Sylvius Piceolomini [1405-1464]. Afterward Pope Pius II. (Meier, 225-298; Schaff, 55-59; Woodward, 134-168.) a His treatise, De Liherorum Educatione [1450]. 1) Discipline of the body. 2) True wisdom. 3) Eloquence, grammar, and use of words. 4) The poets, historians, and orators. 5) Dialectic, ]\Iusic, Geometry, and Philosophy. V EDUCATIONAL IDEAS OF THE EARLY ITALIAN HUMANISTS. (fSymonds, 536-546; AVoodward, 179-250.) 112 THE REVIVAL OF LEARXiyO. VI RESULTS OF THE RENAISSANCE IN ITALY. (Adams, 385-391; Field, cli. ix; fSymonds, ch. ix.) 1 Revival of the study of Greek in the West. 2 Awakening- to an appreciation of beanty in literature and art. 3 Awakening of the scientific spirit. (Liscomb.) a Comparison ; criticism ; reconstruction. 4 A new craving for truth for its own sake. 5 A system of classical education outlined which dominated Europe for five centuries. 6 Dangerous educational tendencies of the movement. (fJebb, 21-43; Quick, 1-26.) VII THE REVIVAL OF PAGANISM IN ITALY. (Allen, ch. xi : *Barnard, 44-58; Burckhardt, I, 323-340, 351-361; Field, ch. ix; Painter, 121-123; Schaff, 93-108; fSeebohm, 5-14; *Symonds, ch. v.) 1 Worship of classical literature led to the worship of classical ideas. a The results of this. b Italian incapacity for religious reformation. 2 The moral corruption of Rome and Italy. a To Avhat classes confined. b Condition of the masses. 3 Testimony of Leo X, Luther, Savonarola, and Machiavelli. 4 This immoral condition awakened a spirit of religious reform. a The work of Savonarola. (fSeebohm, 71-75.) 5 Decay of learning in Italy with the loss of independence of the cities. B In the Netherlands and Germany. (*Be;u(l, ch. iii; fBeard, cli. ii; Edgar, 38-43; fFislier, 07-83; Francke, 139-150; Laurie; ^■Mullinger, I, 407-421; Paulding; fPaulsen, 38-44; Plath, 60-G3 ; Regener, 6G-69 ; Pvussc'll, 18-2G; Schaff, 115-119; Scherer, I, 204-270; Schiller, 73-88; Schmid, II, Pt. 2, 50-126.) I "THE BRETHREN OF THE COMMON LIFE" (HIERONYMIANS). (■♦Barnard, 65-71: Barnard's Jr., IV, 622-628; *Beard, 45-19; Drane, II, ch. ix; Janssen, I, bk. 1, ch. iii; Kammel, 207-231; Paintej-, 112-113; Schiller, 76-78.) 1 Order founded by Gerhard Groote at Deventer in 3384. 2 Thomas a Kempis [1380-1472] represented the ascetic piety of the Brotherhood. Erasmus [1467-1536] its broad and liberal spirit. 113 THE REYIYAL OF LEARNING. 3 Work of the Order. a In establishing Christianity. h In laying the foundation of Christian popular education. c In supplying teachers. d In preparing the way for the new Humanism. 4 School produced little literature; energy spent in battle. II EMINENT TEACHERS IN TPIE NETHERLANDS PRIOR TO 1500. (Drane, II, ch. ix; Janssen, I, bk. 1, ch. iii; Schiller, 78-88, 88- 91; Williams, 28-30.) 1 John Wessel [1420-1489]. (*Barnard, 72-74; Barnard's Jr., IV, 714-728.) a Learned in Greek and Hebrew, b Greatly enlarged the circle of studies of the early Hieronymians. 2 Rudolph Agricola [1443-1485]. (^Barnard, 75-89; Barnard's Jr., IV, 717-723 ; Baumeister, I, Ft. 1, 49-52; Ihm ; Painter, 125-128.) a Studied at Louvain, Paris, and Ferrara. b Services in great demand. c Largely instrumental in introducing the classical learning of Italy into Germany, d Advised a study of the science contained in the works of Theo- phrastus, Aristotle, and Galen. e Description of a school. 3 Alexander Hegius [1420-1498]. (*Barnard, 81-84; Barnard's Jr., IV, 723-726; Paulding.) a For thirty years master of the Gymnasium at Deventer. 1) Particularly noted for his distinguished pupils. b Devoted to the classics, particularly Greek, and to the study of the Bible. c School life in the fifteenth century at Deventer, from the auto- biography of Thomas Platter. (*Barnard, 113-125; Bar- nard's Jr., V, 79-90; Whitcomb.) 4 John Reuchlin [1455-1522]. (*Barnard, 101-112; Barnai-d's Jr., V, 65-78: Baumeister, I, Ft. 1, 55-58; *Beard, 84-88; Froude, 181-183; Painter, 128-131; *Paulsen, I, 49-74; Schaff, 120-127.) a His studies and work as a professor at Basel and Tubingen, b Published a Hebrew grammar in 1506. 1) The father of modern Hebrew study. e The Schlettstadt school. (Kammel, 232-249.) d His work in the revival of the classical learning in Germany, e Melancthon his adopted son and pupil. 114 TEE REVIVAL OF LEARyiyO. III THE EDUCATIONAL WORK OF ERASMUS. [1467-1536. (Baumeister, I, Pt. 1, 53-55; *Beard, 88-100; Caird, 56-88 Compayre, 86-91 ; Drummond, particularly I, eh. 1 ; Emerton *Fisher, 276-286; Francke, 139-150; Fronde; Green, 305-314 *Jebb; Kiimmel, 327-361; *Mullinger, I, 487-507, 523-524 Norcross; Fainter, 131-135; *Panlsen, I, 49-74; Reichling, 1-41 Schafif, 128-132; Schiller, 83-88; fSeebohm; Trench, 397-400 Williams, 56-65.) 1 Pnpil of Hegins. Stndied at Oxford and Paris. a His attainments in Greek and Latin. b Tanght Greek at Oxford [1506]. (*Hazlitt, ch. xvii.) 2 Contributed to the Reformation by his writings, and by his Greek edition of the New Testament. (Emerton, 200-205; Francke, 142-146; Froude, 120-128; Schaff, 128-132.) 3 Labored to introduce true classical culture. a His Praise of Folly [1511]. (Emerton, 158-178; Erasmus; Froude, lect. viii; *Seebohm, 85-86.) b His Ciceronian. (*Barnard, 87-100; Barnard's Jr., IV, 729- 740.) 5 Tried to improve elementary education. (Becher.) a Importance attached to primary education. 1) Education of girls, b His text-books and treatises on education. (*Hazlitt, ch. vii.) 1) On the First Liberal Education of Children. (Israel, pt. 2; Reichling, 46-101.) 2) On the Order of Study. (Israel, pt. 2 ; Reichling, 102-126.) c Place given to history, geography, and science. IV RESULTS OF THE INTRODUCTION OF HUMANISM INTO GER- MANY. (*Beard, eh. iii; Janssen, I, bk. 1, ch. iv; Kammel, 250- 326; Laurie.) 1 New learning vigorously opposed by the monastic orders and by the scholastics, who controlled the universities. a The universities reformed. Scbolastieism overthrown. 1) These, particularly Heidelberg and Tubingen, became cen- ters for teaching Latin, Greek, and Hebrew. (Bau- meister, I, Pt. 1, 58-61; Hamlyn, 92-130; *Paulsen, I, 74-146; fPaulsen, 38-40.) 2 A desire for better and more general education awakened. a The city of Nuremberg as a type. (Noble, 18-26, 29; *Paulsen, I, 146-170; Russell, 25-26.) 14 115 THE REVIVAL OF LEAKS l^'G. 3 Effect on the religious convictions of the German people. 4 Work in preparing the way for the Reformation. (Baumeister, I, Pt. 1, 61-63; Field, eh. ix.) C In England. (Drane, II, ch. xi; Palgrave; Schmid, II, Pt. 2, 135-138.) I INTRODUCTION INTO ENGLAND. (Brodrick, 70-74: Creighton; Field, 57-63; Gasquet, ch. ii; fHazlitt, IV. sec. 36; Lyte, 381- 395; *Mullinger, I, 477-487; jMuUinger, eh. iv; Traill. II, 504- 507.) 1 Between 1450 and 1500 several Oxford students studied in Italy. a Work of the pioneers. (Burrows, ch, v; Einstein, ch. i; Morley, VII, 20-40; Palgrave.) 1) Linacre [c. 1487]. 2) Grocyn [1491]. 3) John Colet, an Oxford M.A., spent the years 1493-1496 in Italy. (fSeebohm, 14-23.) a) Came under the influence of Savonarola. 1) The result. b) His lectures on St. Paul's Epistles [1496-1497]. (Lupton, chs. V, vl.) 2 Colet joined in the work of reform by Erasmus and ]\Iore. The three labored for free thought, tolerance, education, and a reformed religion. (Barnard's Jr., XVI, 657-666; Field, 57-63; Gasquet, ch. ix; Green, 314^320; Lyte, 391-395; *Seebohm, 76-96; fSeebohm.) a More's Utopia illustrative of advanced thought on political and social questions, b More's Letters on the Education of Children illustrative of ad- vanced educational thought. (Barnard's Jr., XXIII, 369- 376.) c The Statutes of Corpus Christi College, Oxford [1517], as evi- dence of the hold the New Learning had secured at the University. (Lyte, 407-414; *Mullinger, I, 521-523; Pal- grave, 824-825.) II JOHN COLET [1466-1519]. (Adams, 381-382; Barnard's Jr., XVI, 657-666 ; Green, 304-313 ; Lupton, chs. iv-vi ; Palgrave. 822-824 ; *Seebohm, 78-88.) 1 Inaugurated a new form of teaching and study which revolutionized the wf)rk of the University, a His students a power throughout Europe. 116 THE REVIVAL OF LEARMXa. 2 Made Dean of St. Paul's in 1500. 3 Founded St. Paul's School in 1510. (Barnard's Jr., XYI, 667-668, 54; *Seebohm, 86-88; fSeebohm, 138-153; Syllabus, sect. XXVIII.) a Lily appointed Master [1511]. His Latin Grammar. b Nature of the instruction and discipline. c Malice of men of the old schools. d Erasmus, Linacre, and Colet wrote school-books for the pupils. (Barnard's Jr., XA^, 667-6S2.) Ill KESULTS OF THE MOVEMENT IN ENGLAND. (Edgar, ch. xiii; fjebb, 21-43.) 1 Inaugurated religious and political reforms and prepared the way for the Reformation. 2 Started a movement in favor of better schools. (Syllabus, sect. XXVIII.) 3 Crushed Scholasticism and reformed the universities. 4 Movement checked by religious Avars folloAving the Reformation. 5 The productive period in English literature which followed the com- ing of peace and prosperity. D The Revival of Learning as Influenced by:— I THE INVENTION OF PRINTING. (*Beard, 53-54; Blades, ch. iv; *Cajori, 138-139; fCajori, 21-27; Draper, II, 198-205; Duff, chs. i, ii ; Duruy, eh. xxxiii ; *Hallam, I, ch. iii ; Lacroix, 471-520 ; Putnam, I, 348^02; Sehaff, 109-114; Stille, ch. xvi ; fSymonds, 127-131, 368-391; Traill, 527-529.) 1 Linen paper began to be made from rags about the beginning of the fourteenth century. (*Hallam, I, ch. 1, 55-60; Lacroix, 413- 422.) 2 Dates connected with the invention of printing. 1423 Coster of Harlem made the first engraved page. 143S Gutenberg of Mentz invented movable types. 14.50 Sclicoffer and Faust cast first metal type. 14.5.) liihle printed by Gutenberg and Faust at Mentz. First complote book |)rinted. 14 P-? XXIV THE REFORMATION AND EDUCATION IN GERMANY. (Barnard's Jr., VIII, 348-3G0; Davidson, 175-189; Fischer, 51-62; Heppe, 43-60; Kammel; Laurie.) VI THE PEOTESTAXTS AND PUBLIC EDUCATION. (Ellis; *Pamter, 135-147; -Paulsen. I, 173-196.) ~ 1 Authority of the Church now superseded by the authority of the Bible. 2 Necessity of making the new training as effective as the old had been. a Luther's work to accomplish this. 1) His sermons, Catechisms, Bible, etc. (Meyer and Prinzhom, 117-194; Plath, 82-86.) 3 Need of a union of family. Church, and State. a State education a necessary sequence. vll LUTHER'S CIRCULAR LETTERS ON EDUCATION. (Compayre, 114-118; *Paulsen, I, 196-203.) 1 Letter to the Mayors and Aldermen of all the Cities of Germany in behalf of Christian Schools [1524]. ^ a The Letter in full. (*Barnard, 139-150; Barnard's Jr., IV, 429-- 440 ; Israel, pt. 1 ; Meyer and Prinzhom, 91-116 ; f Painter, 169-209; Plath, 75-82; Wagner.) 1) Condition of schools throughout Germany. 2) Duty of Christians. 3) Neglect and ignorance of parents. 4) Schools and private tutoring. 5) The duty of mayors and aldermen. 6) Classical studies and the Scriptures. 7) "The welfare of the State depends upon the intelligence and virtue of its citizens." 8) Training the schools had given and should give. 9) Libraries. •- 2 Sermon on the Duty of Sending Children to School [1530]. (Bar- nard's Jr., lY, 440-442 ; Russell, 28-32.) ^ a The sermon in full. (Israel, pt. 5; Meyer and Prinzhom, 155- 194; fPainter, 210-271; Wagner.) 1) Purpose of the sermon. 2) Duty of ministers. 134 135 THE REFORMATION AND EDUCATION. 3) Spiritual benefit arising from the support of schools. 4) Duty of all citizens. 5) Need of educated men. 6) Temporal benefits to be derived from schools. 7 ) Needs of the civil service and the professions. 8) The teacher and the minister. 9) Duty of parents. LUTHER GIVING INSTRUCTION. (An ideal drawing, though representative of early Protestant popular instruction. From Bohm's (Jeschichte dcr Piidagogik, I, 250.) 1/ III LUTHER'S EDUCATIONAL IDEAS. (*Barnard, 131-159; Barnard's Jr., IV, 421^29, XXIV, 37-130; Baumeister, I, Pt. 1, 63-69; Compayre, 118-121 ; Dittes, 119-127 ; Keferstein, xvii-xcii ; Meyer and Prinzhom, 1-48; fPainter, 113-168; Plath, 67-73; Regener, 72-76; Russell, 28-34; Wagner; Williams, 42-55.) ^ 1 As to the establishment of schools. (See I and II above.) ^ 2 Education to be made compulsory. (Williams, 42-48.) This idea also advocated by Archbishop Sadolet of Carpentras [1533], and by the nobility in the States General at Orleans [1560]. >. 3 A State system, to consist of :— (*Barnard, 151-159; Barnard's Jr., IV, 443-449.) a Schools for the common people [Primary Schools]. 1) Subjects of study. 2) Language used. 136 THE REFORMATION AND EDUCATION. b Latin Schools. 1) Importance of. 2) Subjects of study. 3) Work of these schools. c Universities. 1) Their work for the nation. 2) New subjects and methods of study. 4 Education for girls. 5 Means of supporting schools. 6 Methods of instruction and nature of discipline. 7 School instruction to be supplemented by home instruction. (Ellis; Plath, 82-86.) 8 Luther's efforts seconded by Zwingii in Switzerland. (Israel, pt. 4; Schiller, 108-110.) A SCHOOLROOM IN THE IGTH CENTURY. (After a woodcut by Hans Bnrgkmair [1472-15.5!)]. From Rhyn^s Kulturgrschichte des dcuischcn Volkcs, 11, p. 40.) IT WORK OF PHILIP MELANCTHON [1497-1560]. (*Barnard, 161- 184; Barnard's Jr., IV, 741-764; Baumeister, I, Pt. 1, 69-74; Hartfelder; *Painter, 148-152; *Paulsen, I, 203-209; Plath, 86- 88; Regener, 76-79; Richard, 125-141; Russell, 34-35; Schiller, 92-99; Schmid, II, Pt. 2, 206-228; AVilliams, 91-96.) 1 Early life and studies. (Warfield.) 2 Called the Preceptor of Germany. 137 THE REFORMATION AND EDUCATION. 3 His text books ; some used for a hundred years. (*Barnard, 172-177 ; Barnard's Jr., IV, 752-757.) 4 His services to public education in Germany. (See V below, Hart- f elder.) V BEGINNINGS OF STATE EDUCATION IN GERMANY. (Barnard's Jr., XI, 159-164, 400-459; Dittes, 133-141; Fischer, I, ch. iii ; Nohle, 29-39; fPaulsen; Russell, 37^1, 137-141.) 1 First Protestant school at Magdeburg in 1524. (*Paulsen, I, 268-282.) a How organized. 2 Strassburg and other cities organized schools the same year. 3 Melancthon [1525] prepared plan for school at Eisleben. a Classes provided. b Studies and text books of each. c Nature of the school. (Russell, 37.) 4 Melancthon 's Saxony plan [1528] the first step toward a State schooi system. (*Barnard, 169-171; Barnard's Jr., IV, 748-752; Hart- f elder, 417-488; Plath, 88-92 ; Russell, 34^1 ; Vormbaum, I, 1-8.) a Provided for Grammar Schools in all the towns and villages of Saxony. (Israel, pt. 9; f Painter, 152; Richard, 134-136; Riissell, 38.) 1) The three classes of schools. 2) Studies of each. 3 ) Aim of these schools. 5 Higher Latin Schools (Fiirstenschulen-Gymnasien) established after 1540. (Fischer, I, ch. iii; Israel, pt. 9, pt. 11; *Paulsen, I, 290- 294; Russell, 137-141; Schiller, 99-102.) a Many of the early ones were converted monastic schools, b Age of entrance. Exact nature, and work of these schools, c The curriculum. 6 The Reformation and the Universities. (*Paulsen, I, 209-268.) a The foTindation of new Universities, without Papal sanction, b Reform of the old Universities. 7 AViirtemberg the first German State to organize a complete system of schools [1559]. Real beginning of the German system. The three classes of schools. (*Barnard, 251-257; Barnard's Jr., VI, 426-432; Fischer, I, chs. iv-vii ; Schiller, 102-108; Vormbaum, I.) a Elementary school for both sexes. 1) Studies pursued. 2) Object of instruction. b Latin School [Farticularschule] with five or six classes, and in- tended chiefly for burghers. 1) Studies and aim. 138 THE REFORMATIOX AND EDUCATION. c Universities [colleges] of the State. d Plans for supervision of these schools. 8 Example of Wiirtemberg followed throughout Germany. (Barnard's Jr., V, 77-78; Baron, 1-65; Israel, pts. 8-10; *Paulsen, I, 318- 379; Runge; Schmidt ;■ Teutsch, I.) a What Braunschweig did. (Baumeister, I, Ft. 1, 93-99, 164-167 ; Koldeway, I, xlvi-lxxxix, II, xl-lxx; Regener, 86-91.) b School and University regulations of the Elector August of Saxony [1580]. (*Barnard, 257-259; Barnard's Jr., VI, 432-434, XX, 528-554; fPainter, 152; *Paulsen, I, 290-317; Richter, pt. 4; Vormbaum, I, 230-297; WattendorfE.) 9 Subsequent decline of these schools. t'd Gamier i.-(cLK A nilMAKY 8CM(JUL OF THE 16TH CENTURY. (After a wood engraving of the time. From Lacroix, L'ccolc ct la science jusqu'a la renais- sniice, p. 100.) VI THE WORK OF TWO OF MELANCTIION'S PUPILS. (Regener, 81- 83; Williams, 101-106.) 1 Valentine Trotzendorf 1 1490-1556]. (*Barnard, 185-191; Bar- nard's Jr., V. 107-113; Phith. 92-100; Schmid, II, Pt. 2, 277-302.) 139 THE REFORMATION AND EDUCATION. a His school at Goldberg; its curriculum; and his work there. (Plath, 97-100.) b His plan of pupil government. 2 Michael Neander [1525-1595]. (*Barnard, 225-228; Barnard's Jr., V, 599-602; Schmid, II, Pt. 2, 388-430.) a His school at Ilfeld am Harz. b His curriculum, and points of emphasis in his school. VII THE WORK OF JOHANN STURM (STURMIUS) [1507-1589]. (*Bar- nard, 209-223; Barnard's Jr., IV, 101-415; Baumeister, I, Pt. I, 74-93; Fournier, IV, pt. 1; Laas; *Painter, 159-164; Parker; *Paulsen, I, 282-290; Quick, 27-32 ; Russell, 42-44; Schiller, 111- 120; Schmid, II, Pt. 2, 302-388; AVilliams, 96-101.) 1 Early life and education. 2 Rector of the Gymnasium at Strassburg [1537-1582]. a This soon became the most famous school of Europe. 3 His Plan [1538] ; Classical Letters [1565] ; Examination [1578]. 4 His Gymnasium. (Keatinge, 126-129.) a The system of classes. 1) Age of entrance. 2 ) Work of the grades. b His course of study in full, by grades. (*Barnard, 195-208; Barnard's Jr., IV, 167-182; *Painter, 160-162.) 5 The Gymnasium to be followed by a five-year college course. . a Aim of the latter. 6 Reasons for Sturm's great success as a schoolmaster. 7 Defects of his Plan. a Change from the ideals of Luther. 8 Influence of his work on the later development of education, VIII THE CHANGE TO SCHOLASTIC HmiANISM. (*Barnard, 267-272, 413-416 ; Barnard's Jr., V, 657-662 ; Baumeister, I, Pt. 1, 129-133 ; Dittes, 127-133 ; Nohle, 26-39 ; *Paulsen, I, 453-460 ; Quick, 22- 26; Russell, 43-58.) 1 Education as advocated by Erasmus and Luther. 2 The change under Melancthon's influence. 3 The further change under the influence of Sturmius and his followers. 4 The combined effect of this change, of the subsequent theological dis- putes, and of the devastation caused by the Thirty Years War [1618-1648]. (Schmid, IV, Pt. 1, 1-186.) a In destroying the desire for popular education, b In alienating the nobility and men of the world, resulting in the establishment of schools of a new type. 140 THE REFORMATIO!^ AND EDUCATION. 5 Status of German seliools in the seventeenth eentnry. (*Barnard, 416-426; Barnard's Jr., VII, 367-380; Dittes, 169-177; Fischer, I, ehs. vi-vii ; Nohle, 44-45 ; Regener, 86-91, 115-119 ; Vostrovsky.) IX THE RITTERAKADEMIEEN OF THE 17th CENTURY. (Baumeister, I, Pt. 1, 167-171; Nohle, 41-42; *Paulsen, I, 453-460, 501-511; fPaulsen, 598-608; Russell, 50-58; Schiller, 197-201.) 1 Overpowering influence of the splendor of the French court on: — a The language. b The manners and customs. c The habits of thought of the German people. 2 The new educational ideal, or rather, an old ideal in a new form, 3 The nature of the new schools. a Studies. b Attitude toward the new scientific subjects. c Period during which they flourished. 141 THE REFORilATIOX AND EDUCATION. X REFERENCES. 1 Sources. Barnard, Heijry. American Journal of Education. (Barnard's Jr.). Vol- umes IV, V, VI/ VII, VIII, IX, XX, XXIV. *Barnard, Henry. German Teachers and Educaiors. FouRNiER, Marcel. Les statiits et privileges des universites frangaises depuis leur fondation jusqu'en 1189. Israel, August. Sammlung selten gewordener padagogischer Schriften 16 und 17 Jahrhunderts. Keferstein, Dr. H. Dr. Martin Luther's piidagogische Schriften und Aeus- zerungen. {Bibl. Pad. Klass., Vol. XXVIII.) Koldeway, Friedrich. Braunschiceigische Schulordnitngen von den dltesten Zeiten his sum Jahre 1S2S. (Blon. Germ. Pad., Vols. I, VIII.) Richter, Albert. Neudriicke padagogischer Schriften. Teutsch, Friedrich. Die siebenburgisch-sachsischen Schulordniingen, I. VoRMBAUM, R. Evangelische Schulordnungen, I. Vostrovsky, Clara. A European School of the time of Comenius [Prague, 1609] ; in Education, XVII, 356-360. Wattendorff, Ludwig. Die Schul- und Universitdts-Ordnung KurfUrst Augusts von Sachsen, loSO. (Sanunl. Pad. Schr., Vol. VII.) 2 Important Secondary Authorities in German. B^RON, Anton. Geschichte der alien lateinischen Stadtschule und des Gymnasi- ums in Krems. Baumeister, a. Handhuch der Erziehnngs- und Unterrichtslehre, I, Pt. I. Dittes, Fr. Geschichte der Erziehung und des Unterrichtes. Fischer, Konrad. Geschichte des deutschen Yolksschullehrer stands, I. Hartfelder, Ivarl. Philip Melancthon als Prceceptor Germanice. (Man. Germ. Pad., Vol. VII.) Heppe, H. L. J. Das Schulicescn des Mittclalters und dessen Reform im sechs- zehnten Jahrhundert. Kammel, H. J. Geschichte des deutschen Scliuhcesens im Uebergange vom Mit- telaltcr zur Neuzeit. Laas, E. Die Padagogik des Johannes Sturm. JMeyer, J., and Prinzhosi, J. Dr. Martin Luther's Gedanken iiber Erziehung und Unterrichts. *■ Paulsen, Fr. , Geschichte des gelehrten Unterrichts, I. Plath, Julius. Schorn's Geschichte der Padagogik. Regener, Fr. Skizzen zur Geschichte der Padagogik. RuNGE, Friedrich. Geschichte des Ratsgymnasiums zu Osnabrilck. Schiller, Hermann. Lehrbuch der Geschichte der Padagogik. ScHMiD, K. A. Geschichte der Erziehung, II, Pt. 2. Schmidt, Friedrich. Geschichte der Erziehung der Bayerischen Wittelsbacher von den friihesten Zeiten his 1750. {Mon. Germ. Paed., Vols. XIV, XIX.) Wagner, Dr. Ernst. Luther als Piidagog. [Klass. der Pad., Vol. II.) 3 Important Secondary Authorities in English. Barnard, Henry. American Journal of Education. {Barnard's Jr.) Vols. IV, V, VI, VII, VIII, XI, XX, XXIV. *Barnard, Henry. German Teachers and Educators. Davidson, Thos. History of Education. LavR'IE, S. S. The Renaissance and the School [1440-1580]; in School Review, IV, 140-148, 202-214. THE REFORMATION AND EDUCATION. 142 NoHLE, Du. E. History of tlie German School System; in Rrp. U. mt'03 this Dap OUT Daiip baeati JnDfoJBiiwtis oiirttefpaflss.aft ate fo;Biue tt)ein tijat trefpalte sgaina t!i»ant) leabc UB not into temptation aautDdibcrtosfcam tbill ; fn ttjmt IS tt)e hmflDomt, potocr,an.& Bloj', Ph. The Development of English Secondary Schools for Boys; in Bep. U. S. Com. Educ, 1899-1900, I, 45-84. Barkek, Geo. F. R. Memoir of Richard Bushy, icith some account of West- minster School in the llth Century. Barnard, Henry. The Public or Foundation Schools of England; in Barnard's Jr., VIII, 257-282. Barnard, Henry. Progress of Elementary Education in Scotland; in Barnard's Jr., IX., 215-224. Barnard, Henry. William of Wykeham and St. Mary's College; in Barnard's Jr., XVI, 497-532. Barnard, Henry. Greek Literature in England; in Barnard's Jr., XXIV, 433- 436. Barnard, Henry. John Colet and St. PauFs School; in Barnard's Jr., XVI, 057-688; XXVIII, 729-736. Barnard, Henry. Studies for Ipswich Grammar School (Cardinal Wolsey, 1528) ; in Barnard's Jr., XXVIII, 737-738. Barnard, Henry. Historical Sketch of Shrewsbury, Eton, and Merchant Tay- lors' Schools; in Barnard's Jr., XXVIII, 739-742, 749-752. *Barnard, Henry. English. Pedagogy, Old and New. (2d series.) Baynes, Thos. S. What Shakespeare Learnt at School [c. 1674-1680]; in Eraser's Magazine, New Series, XX, 604-621; XXI, 83-102, 619-641. [1879-1880]. Field, Mrs. E. M. The Child and His Book. Gasquet, F. a. Henry Till and the English Monasteries. *Hazlitt, Wm. Carew. Schools, School-Boohs, and Schoolmasters. fHAZLiTT, Wm. Carew. Further Contributions towards a History of Earlier Education in Great Britain; in The Antiquary, XXXV, 6-11, 43^9, 107- 112, 204-210, 261-267, 371-376; XXXVI, 138-142, 210-215. Heywood, Jas., and Wright, Thos. Statutes of King's College, Cambridge, and Eton College [15th Century]. HOLMAN, H. English National Education. Keatinge, M. W. The Great Didactic of Comenius. fLEACH, A. F. English Schools at the Reformation, 1.5Jt6-15.'i8. LuPTON, J. H. A Life of Colet. Mark, H. T. Educational Theories in England. Mullinger, J. B. History of the University of Cambridge, I and II. Ray, L. D. A Scholar's Note-Book of Cromwell's Time; in Education, X, 615- 623. Russell, John. Four Centuries of Scotch Education; in Education, I, 205-228. Schmid, K. a. Geschichte der Erziehiing, III, Pt. 1. Sheldon, Henry. Student Life and Customs. Spalding, T. A. The Work of the London School Board. Steven, Wm. The History of the High School at Edinburgh. TiMBS, John. School Days of Eminent Men. Traill, H. D. Social England, III. WifSHART, A. W. Short History of Monks and Monasticism. k\<;l.\m>, FiFTEKyrii m j:i<;hti:j:\tii cksh rikh. 164 Special Histoiii-.s of the '" (heal Public Soliools." Airy, Reginald. ^Velitminster. Arnold, Edward (Publ.). dreut Public ^^chools. Bkaduy, H. C. Jiiiyhy. Carlisle;, Nicholas. Kndourd ({ranuiiar Schools in Etujlnnd and Wales. (2 Vols. ) Clltton -Brock, A. Eton. » CusT, Lionel. A History of Eton College. Kegan Paul & Co. (Pubis.). Our Public Schools. "*Leach, A. F. A History of Winchester College. Lyte, H. C. Maxwell. A History of Eton College. MiNCUiN, J. G. C. Our Public Schools and Their Influence on English History. Rouse, W. H. D. History of Rugby School, Staunton, Howard. The Great Schools of England. Thornton, P. M. Harroio School and its Surroundings. . Tod, a. H. Charterhouse. Warner, R. T. Winchester. Williams, Fischer. Harrow. WiLMOT, E. P. E., and Streatfield, E. C. Chnrterhou.^e, Old and yew. Other histories are in preparation. General ^^'orks. Aubrey, W. H. S. Rise and Growth of the English Nation, II. May, Sir Thos. E. Democracy in Europe, II. Perry, Geo. G. History of the Reformation in England. « /-» TN • C I ^ XXIX SOME EARLY ENGLISH THEORISTS. A EoGER AscpiAM, The Humanist [1515-15661. (Brooming, 85-90; Fitch, lect. vii : Gill, 4-13; Hazlitt, ch. xv; Katterf eld ; Laurie, ch. v; Mark, index; Pavne, 57-63; Quick, ch. vii; Schmid, III, Pt. 1, 349-372; Traill, III, 333-337.) T HIS LIFE AND TIMES. (*Barnard, 23-38; Barnard's Jr., Ill, 23- 39; Carlisle, 1-45; Giles, I, pp. ix-e ; Mayor, 1-56.) 1 Entered St. John's College, Cambridge, at fifteen. a His contact with: — 1) Sir John Cheke. 2) Dr. John Readman, a) Work of these men in preparing the way for the Eng- lish tongue, b Became a Fellow after many years of study, 2 Teacher of Queen Elizabeth. 3 A picture of the man. 4 A picture of education at the time. SEAL OF LUUTH GKA-^nlAK SCHOOL, A. D., 1552. (From Green's Short Historji of the English People, Hid. Ed., Harper & Bros., N. Y. Repro- duced by perniission of the publishers.) 5 The origin of the Scholemaster. (See Preface; also *Barnard, 45- 55; Barnard's Jr., IV, 155-166; Carlisle, 38-45.) 6 Relation to Sturm ins. 165 20 166 EARLY ENGLISH THEORISTS: ASCHAM. II ASCHAM 'S SCHOLEMASTEll. (Arber edition; Barnard's Jr., XI, 57-76.) 1 The First Booke— The Brynging Vp of Youth. a Brutality and ignorance of scholemasters. (Arber edition, sees. 60, 70-72 ; fBarnard, 325-336; Barnard's Jr., XXVI, 325- 336.) b Encourage inquiry. (Sect. 64.) c Quicke wittes and harde wittes. (Sects. 73-78.) d Colts better trained -than children. (Sects. 83-84.) e The qualities of a goode witte. (Sects. 85-91.) 1) Goode physique and expression. 2) Goode memorie. 3) Giuen to loue of learning. 4) A lust to labor and a wille to take paines. 5) Glad to heare and learne of an other. 6) Desire to searche out any dou(b)te. 7) Loueth to be praised for welle doing. f The dutie of the scholemaster in brynging out these poyntes. g Lady Jane's pleasure in learning. (Sect. 100.) h Bad state of affairs with noble men's children. (Sect. 107.) 1) Payrent's neglect of their dutie. i Trauel in earlie education; the dangers of trauel in Italic. (Sects. 146-176.) 2 The Seconde Booke— The Ready Way to the Latin Tong. a Aschani's method. 1) The elementary steps. 2) Advanced work, 3) Books to be read. 4) Influence of Sturmius. Ill REFERENCES. 1 Ascham's Scholemaster. AscHAM, Roger. The Scholemaster. (Arber Editioiij Heath's Ped. Libr., Re- print 1570 Ed.) Gim;s, J. A. Works of Roger Ascham, III. Mayor, J. E. B. The Scholemaster of Roger Ascham. 2 Secondary Authorities and General Works. Barnard, Henry. Aschanij Life and Works; in Barnard's Jr., Ill, 23-46. Barnard, Henry. Ascham's Scholemaster (Abstract) ; in Barnard's Jr., XI, 57-76. (Preface of and notes on, IV, 155-166.) Barnard, Henry. School Punishments Historically Considered (Cooper) ; in Barnard's Jr., XXVI, 325-336. *Barnard, Henry. English Pedagogy. fBARNARD, Henry. English Pedagogy, Old and New. (2d Series.) 167 EARLY ENGLISH THEORISTS: MILTON. Browning, OscaR. Educational Theories. Carlisle, Jas. H. (Ed.). Samuel Johnson's Memoir of Ascham; in Tioo Great Teachers. Fitch, Sir J. G. Educational Aims and Methods. Giles, J. A. Works of Roger Ascham. 3 Vols. Gill, John. Systems of Education. HazlitTj Wm. Carew. Schools, School-Books, and Schoolmasters. Katterfeld, Alfred. Roger Ascham j sein Leben und seine Werke, mit beson- derer Beriicksichtigung seiner Berichte iibe-r Deutschland, 1550-1553. Laurie, S. S. Teachers' Guild Addresses. ;Mark, H. T. Educational Theories in England. MoRLEY, Henry. English Writers, VIII. Payne, Jos. History of Education. Quick, R. H. Essays on Educational Reformers. ScHMiD, K. A. Geschichte der Erziehung, III, Pt. 1. Traill, H. D. Social England, III. B John Milton, The Verbal Realist [1608-1674]. (Brooks, 300-319; *Browning, 90-102; Gill, 13-19; Laurie, ch. ix; Mark, index; Meyer; Morris, introd.; Quick, 212-218; Schmid, III, Pt. 1, 382-409; Williams, 191-202.) I HIS LIFE AND CONNECTION WITH THE COMMONAVEALTH. (*Barnard, 160-177; Barnard's Jr., II, 61-76, XIV, 159-177, XXVIII, 383^00; Masson, III.) 1 The early poetic period [1629-1639]. 2 The political period [1639-1660]. 1640 The Long Parliament opened. 1642 Civil War began. 1645 Xasby. 1644 The Tractate printed. 1649 Charles I executed. 1660 Charles II crowned. 3 The later poetic period [1667-1671]. II THE TRACTATE ON EDUCATION [1644]. (*Barnard, 178-190; Barnard's Jr., II, 76-86, XIV, 177-190, XXII, 181-190, XXIII, 151-160; fBrowning Ed.; Masson, III, 186-255; Morris Ed.) 1 Defects pointed out. 2 The aim of education. 3 His plan for education. a The school. b The curriculum outlined. 1) First step, or period. 2) Second step, or period. _ . 3) Third step, or period. 168 EARLY ENGLISH THEORISTS: MULC ASTER. c Physical training, d Moral training. 4 Method and object of instruction. 5 Merits and defects of the Treatise. 6 Extent of influence upon his time and upon education. a The Commonwealth Academies. Ill REFERENCES. 1 ]\Iilton's Tractate. Barnard, Henry. Milton's Tractate; in Barnard's Jr., II, 76-85. Also in XXII, 181-190, and in XXIII, 151-160. ~~ *Baknaed, Henry. English Pedagogy. "- fBROWNiNG, Oscar. Milton's Tractate on Education. Meyer, Dr. J. B. Milton's padagogische Schriften und Aeuszerungen. {Bihl. Pad. Klass., Vol. XXXI.) Morris, Edw. E. Milton's Tractate on Education. 2 Secondary Authorities and General Works. Barnard, Henry. Milton, Biographical and Critical Sketch; in Barnard's Jr., II, 61-76; also in XIV, 159-190. Barnard, Henry. Milton's Life at Cambridge; in Barnard's Jr., XXVIII, 383- 400. *Barnard, Henry. English Pedagogy. Brooks, Phillips. Milton as an Educator; in Essays and Addresses. *Browning, Oscar. Educational Theories. Gill, John. Systems of Education. Laurie, S. S. Essays and Addresses on Educational Subjects. Mark, H. T. Educational Theories in England. Masson, David. The Life of Milton, III. Quick, B. H. Essays on Educational Reformers. ScHMiD, K. A. Geschichte der Erziehung, III, Pt. 1. Williams, S. G. History of Modem Education. C Richard Mulcaster, The Realist [1531-1611]. (Hazlitt, ch. xv; *Quick, ch. viii; Schmid, III, Pt. 1, 372-381; Watson; Williams, 107-113.) I HIS LIFE. (*Quick, ch. viii; fQnick, 299-309.) 1 Studied at Eton, Cambridge, and Oxford. 2 After graduation [1555] became a London schoolmaster. 3 Head-Master of Merchant Taylors' School in London. (Hazlitt, ch. ix.) 4 Master of St. Paul's School [1596-1608]. 5 Rector of Stanford Rivers [1598-1611]. 6 His books:— a Positions [1581]. b The Elementarie, Part I [1582]. (f Quick; Watson.) 169 EARLY ENGLISH THEORISTS: MVLCASTER. II EDUCATIONAL PRINCIPLES ADVANCED BY MULCASTER. (*Bariiard, 177-184; Barnard's Jr., XXIV, 179-184, XXVIII, 743-748; *Quick, ch. viii; jQuick Ed., index.) 1 Development the aim of education. a Of the mental powers, b Of the body. 1) Use of gymnastics and games. 2 Adaptation of knowledge to the pupil taught. (Ch. xlii.) a The subject matter of instruction, b The method of teaching. 3 Importance of primary education. (Ch. xli.) a Kind of teachers needed. b Training for teachers. (Ch. xli.) 4 Importance of a proper development of the brain. (Chs. iii-vi.) a Danger from pressure and one-sided training. 5 Use of the mother tongue. (Ch. v.) a In the elementary school ; six to twelve years. 1) Subjects to be taught there. a) Radical nature of the proposals. 6 The education of girls. (Ch. xxxviii.) 7 The scope of education. (Chs. xxxvi, xxxvii.) a The common right of all. b The advisability of further general education, c For whom higher education is intended. 1) This idea in English education. III MULCASTER 'S PLACE IN THE HISTORY OF EDUCATION. 1 Comparison of the ideas of Mulcaster and Montaigne. 2 Emphasis of new points in education. 3 His broad conception of purposes and means. 4 "Why his theories had so little influence on the educational thought of his time. IV REFERENCES. 1 Mulcaster's Positions. tQuiCK, E. H. (Ed.). Mulcaster's Positions. (Reprint of the 1561 Ed.) 2 Secondary Authorities and General Works. Barnard, Henrt. Mulcaster's Positions; in Barnard's Jr., XXIV, 179-184; also in XXVIII, 743-748. *Barnakd, Henry. English Pedagogy, Old and New. (2d Series.) Hazlitt, Wm. Carew. Schools, School-Books, and Schoolmasters. *QtJiCK, R. H. Essat/s on Educational Reformers. SCHMID, K. A. Geschichte der Erziehung, 111, Pt. 1. Watson, Foster. Richard Mulcaster and his " Elementarie." Williams, S. G. History of Modern Education. 170 SOME EARLY ENGLISH THEORISTS. J) Some Early English Realists. (Barnard's Jr., XXII, 25-32; Mark, index; Quick, ch. xii.) I PROPOSALS FOR ADVANCEMENT AND REFORM. 1 JohnBrinsley [1587-1665]. a His Ludus Literarius, or The Grammar Schooles [1612]. (f Bar- nard, 185-188; Barnard's Jr., XXIV, 186-189.) 1) School life in 1612. (Ch. xxx.) b His Consolations for Ovr Grammar Schooles [1622]. 2 Sir William Petty [1623-1687]. (Bevan.) a His Epistle to HatHlil), containing a plan for a trade or industrial school [1647] . (*Barnard, 199-209 ; Barnard's Jr., XI, 199- 208; XXII, 199-208.) 3 John Dury. a His The Reformed Schools [1649]. 4 Samuel Hartlib [d. 1670?]. a His general interest in education. (Dircks; Masson, III, 193- 231). . b His Proposition for Erecting a College of Husbandry [1651]. (*Barnard, 191-198; Barnard's Jr., XI, 191-198, XXII, 191-198.) c His numerous pamphlets. (Dircks, 51-88.) 5 Charles Hoole [1610-1666]. (Barnard's Jr., XVII, 191-195; Wat- son, 433^39.) a A New Discovery in the Old Art of Teaching Schools [1659]. Its divisions: — 1) The Petty Schools. (fBarnard, 193-208; JBarnard, 401- 413; Barnard's Jr., XVII, 195-208, XXX, 401-413; Watson, 526-533.) 2) The Usher's Duty. (fBarnard, 225-266; Barnard's Jr., XVII, 225-266.) 3) The Blaster's Method. (fBarnard, 267-292; Barnard's Jr., XVII, 267-292.) 4) Scholastick Discipline. (fBarnard, 293-324; Barnard's Jr., XVII, 293-324; Watson, 583-592.) b The Visible World [1659]. (fBarnard, 190-193, 208-224; Wat- son, 433-439.) 6 Abraham Cowley [1618-1667]. a His Plan for a Philosophical College [1661]. (Barnard's Jr., XVII, 327-336; XXII, 209-215.) II VALUE OF THE WORK OF THESE EARLY ENGLISH REALISTS. 171 80AIE EARLY ENGLISH THEORISTS. Ill REFERENCES. 1 Reprints of Sources. *Baenakd, Henry. English Pedagogy. (For Hartlib and Petty.) fBAEXARD, Henry. English Pedagogy, Old and New. (2d Series.) (For Hoole and Brinsley. ) JBarnard, Henry. Kindergarten and Child-Study Papers. (For Hoole.) Cowley, Abraham. Plan of a Philosophical College; in Barnard's Jr., XVII, 327-336; same article in XXII, 209-218. Habtlib, Samuel. Propositions for a College of Husbandry; in Barnard's Jr., XI, 191-198; same article in XXII, 191-198. Hoole, Charles. Extracts from his Works; in Barnard's Jr., as follows: a The Petty Schools, XVII, 191-207; XXX, 401-413. b The Usher's Duty, XVII, 225-265. c The Master's Method, XVII, 267-292. d Scholastick Discipline, XVII, 293-324. Petty, Sir Wm. Plan of a Trade School; in Barnard's Jr., XI, 199-208; same article in XXII, 199-208. 2 Secondary Authorities and General Works. Barnard, Henry. Individual Promoters of Realistic Instruction; in Barnard's Jr., XXII, 25-32. Bevan, Wm. L. Sir William Petty; A Study in Economic Literature. (Am. Econ. Assoc. Monographs, IX, pt. 4.) Brinsley, John. Ludus Literarius; in Barnard's Jr., XXIV, 186-189. DiRCKS, H. a Biographical Memoir of Samuel Hartlib. Mark, H. T. Educational Theories in England. Masson, David. The Life of Milton, III. Quick, P. H. Essays on Educational Reformers. Watson, Foster. Charles Hoole; in Sch. Rev., IX, 433-439, 526-533, 583-592. XXX THE NEW SCIENTIFIC METHOD. (Beard, ch. xi; Paulsen, I, 480-501.) I INFLUENCES OPERATING TOWAED A SCIENTIFIC AWAKEN- ING IN EUROPE. (Fischer, 121-136; Nichol, II, pt. 1, chs. iii-iv. ) 1 Free life and bold independence of the Universities. (Syllabus, p. 105.) 2 The Renaissance. (Syllabus, pp. 112, 114, 116.) a Criticism of recovered texts. b Reconstruction; comparison; inference; questioning. c Awakening of a scientific spirit. 3 Introduction of Arab learning into Christian Europe. (Syllabus, p. 84.) 4 The invention of printing. (Syllabus, p. 116.) 5 Geographical discovery. (Syllabus, p. 117.) 6 Influx of Greek scholars after 1453. 7 The religious discussions preceding the Reformation. a The growing tendency to appeal to reason. 8 Increasing desire for new knowledge. a The alchemists of the 13th-15th centuries. b Popularity of mathematical and astronomical subjects. 1) Ptolemy's Almagest. c Popularity of books of travel. 1) Waldenseemiiller 's Introduction to Geography [1507]. II THE BEGINNINGS OF MODERN ASTRONOMY, PHYSICS, AND CHEMISTRY. (*Cajori, 156-183; fCajori, 27-48; Hallam, IV, ch. viii; Nichol, II, pt. i, chs. iv-v; Routledge, ch. iv; Whe- well, I, bk. 5.) 1 Nicholas Copernicus [1473-1543]. (Lodge, ch. i.) a His De Revolutionihus Orhium Celestium [1543]. 1) The new system. 2) His method of work. 2 Tycho Brahe [1546-1601]. (Lodge, ch. ii.) a His careful observations at Uraniburg [1576-1597]. b Confuted the Aristotelians and destroyed the theory of crystal- line spheres. 1) His method of work. 172 173 THE 1 -I^J-H {\tuvm^)^I^T- /^Z{DI^O(^^^ I Encyclopedia Brittanica. Article Bacon. i Fischer, Kuno. Descartes and his School. Fowler, Thos. Bacon's Novum Organum. Huxley, Thos. H. Methods and Results; Vol. I of Collected Essays. THE NEW SCIENTIFIC METHOD. 177 L6VT-BBUHL, LuciEN. Historij of Modern Philosophy in France. Lewes, Geo. H. The History of Philosophy, II. Lowndes, Richard. Rene Descartes; his Life and Meditations. Macaulay, T. B. Lord Bacon; in Critical and Miscellaneous Essays. II. NicuoL, John. Francis Bacon; his Life and Philosophy. 2 Vols. R£musat, Ch. de. Bacon, sa vie, son temps, sa philosophie, et son influence jusqu'a nos jours. SCHMID, K. A. Geschichte der Erziehung, III, Pt. L Torrey, H. a. p. The Philosophy of Descartes. Wright, \Vm. Alois. Bacon on the Advancement of Learning. 3 Worlcs having particular reference to the condition of higher education during the period, and the influence upon education of the new scientific method. Barnard, Henry. Universities in the 16th Century (Raumer) ; in Barnard's Jr., V, 535-540. Barnard, Henry. Verbal Realism (Raumer) ; in Barnard's Jr., V, G55-662. Barnard, Henry. Lord Bacon, his Philosophy and Influence upon Education (Raumer) ; in Barnard's Jr., V, 663-081. *Barnard, Henry. English Pedagogy. IBarnard, Henry. German Teachers and Educators. DiTTES, F. Geschichte der Erziehung und des Unterrichtes. MuNROE, J. P. The Educational Ideal. Paulsen, Fr. Geschichte des gelehrten Unterrichts, I. (2d Ed., 1896.) Schhid, K. a. Geschichte der Erziehung, III, Pt. 1. Williams, S. G. History of Modern Education. Wordsworth, Ch. Scholce Academicce; Studies at the English Universities in the 18th Century. XXXI TWO SEVENTEENTH CENTURY INNOVATORS. A Wolfgang Eatichius (Ratich, Ratke) [1571-1635]. (*Barnard, 343-370; Barnard's Jr., V, 229-256, VI, 459-466; Baumeister, I, Pt. 1, 146- 154; Browning, 51-56; Dittes, 144-156; Fischer, 67-77; Paulsen, I, 460-465; Platli, 109-111; Quick, ch. ix; Regener, 91-98; Schiller, 149-167; Schmid, III, Pt. 2, 1-92; Williams, 154-162.) I RATKE AND HIS SCHEME OF EDUCATION. 1 His life. (Vogt, 6-184.) 2 His address to the Princes at the Electoral Diet, Frankfurt-on-Main, 1612. (Richter, pt. ix, 24-32.) a The startling proposals regarding education. 1) Favorable report on by Jung and Helwig. (Richter, pt. ix; Vogt, 228-235.) 2) Ready acceptance of any remarkable scheme a character- istic of the period, b Augsburg tried Rathke's IMethod. c Koethen also tried the new method. (Richter, pt. xii.) 1) Nature of the school. 2) Method of teaching. 3) The result. d Favorable report on to Oxenstiern [1634]. (Richter, pt. xii, 110-125.) 3 Rules laid down in the Metliodus Nova [Leipzig, 1617] . (Vogt, 185-227.) a The order of nature. b One thing at a time, c Repetition. d Use of the mother tongue, e Every thing without constraint, f Learning by heart, g Uniformity. h Things vs words, i Individual experience and contact vs authority. 4 Pioneer work in method. a Comparison with Ascham. b Contribution to educational progress. c Work in counteracting the influence of the Jesuits. (*Barnard, 335-342; Barnard's Jr., VI, 459-466.) 178 179 WOLFGANG RATICHIU8. II REFERENCES. 1 Sources. RiCHTER, Albert. 'Neudrucke piidagogischer Schriften; pts. 9 and 12, Ratichi- anische Schriften. VoGT, Gideon. Wolfgang RaticMus, der Vorganger des Amos Comenius. (Klass. der Pad., Vol. XVII.) 2 Secondary Authorities. Barnard, Henry. Ratke (Raumer) ; in Barnard's Jr., V, 229-256. Bibli- ography of Ratke's works, 255-256. Barnard, Henry. The Progressives of the 17th Century (Raumer) ; in Barnard's Jr., VI, 459-466. ^Barnard, Henry. German Teachers and Educators. Baumeister, a. Handbuch der Erziehungs- und Unterrichtslehre, I, Pt. 1. DiTTES, F. Geschichte der Erziehung und des Unterrichtes. Fischer, Otto. Leben, Schriften, und Bedeutung der toichtigsten Pddagogen. Paulsen, Fr. Geschichte des gelehrten Unterrichtes, I. (2d Ed., 1896.) Plath, Julius. Schorn's Geschichte der Padagogik. Quick, R. H. Essays on Educational Reformers. Regener, Fr. Skizzen zur Geschichte der Padagogik. Schiller, Hermann. Lehrbuch der Geschichte der Padagogik. SCHMID, K. A. Geschichte der Erziehung, III, Pt. 2. Williams, S. G. History of Modern Education. B John Amos Comenius [1592-1671]. (Baumeister, I, Pt. 1, 154-164; Browning, 56-68; Compayre, 122-137; Davidson, 190-208; Dittes, 156-166; Fischer, 77-97; Hark; fLaurie, ch. vi; Munroe, ch. vi; Paulsen, I, 465-470; Quick, ch. x; Regener, 98-114; Schiller, 167-190; Schmid, III, Pt. 2, 93-311; Seyffarth.) I HIS LIFE. (Kayser, 1-12; Keatinge, Biog. Introd. ; *Laurie; *Monroe, chs. iii-v; Plath, 111-117; Staehelin; Vrbka.) 1 Born at Nivnitz, Moravia, March 28, 1592 ; died at Amsterdam, Novem- ber 15, 1671. (*Monroe, ch. iii.) 2 Early education. 3 Studied at the new University of Nassau [1611-1613]. a Read Ratke's Address [1612]. (*Monroe, 28-35.) 4 Master of a Latin School at Prerau [161-4-1616]. a Studies in method. 5 Became pastor at Fulneck [1616]. a Fulneck plundered by the Spaniards [1621]. Manuscripts lost, b Protestant ministers banished from Moravia [1624]. 6 An exile. (*Monroe, ch. iv.) a Became Master of the school at Lissa, Poland. b His studies and educational activity during this period. c Deeply impressed by the work of Bacon. (*Monroe, 23-28.) d The Great Didactic [1628-1632]. 180 JOH^^ AMOS C0MENIU8. 7 Invited to reform the schools of Sweden [1638]. 8 His Pansophia planned. a Hartlib published an outline of the plan at Oxford [1637], and a new edition of the same under the title A Reformation of Schooles [1642]. (Dircks.) b Invited by Parliament to England. 1) Arrived in London [1641]. (Dircks; Masson, III, 193-231.) 2) Plan to assign to him a college. c Invited to Sweden, and left England [1642]. 1) His plan examined by Oxenstiern and Sky the. 2) The result. His labors [1642-1650]. 9 Invited to Hungary to open a school. a The model school at Saros-Patak [1650-1654]. 1) Plan for this school. (Keatinge, 138-147 ; * Laurie, Pt. IV.) b The Orhis Pictus written during this period. 10 Said to have been called to the Presidency of Harvard College [1654], (Blodgett; Compayre, 125; JMonroe.) 11 Eeturned to Lissa [1654]. (*Monroe, ch. v.) a Books and MSS. again destroyed, b Once more a homeless exile. 12 Found an asylum at Amsterdam. a His educational writings published [1657]. b His death, November 15, 1671. II EDUCATIONAL METHOD BEFORE COMENIUS. (Keatinge, 103- 123; ;j: Laurie; Lippert; *Monroe, chs. i, ii; Vostrovsky.) 1 Books in use before his time. a Latin the school language of Christendom. 1) Emphasis given to Grammar. Donains. 2) Melancthon's Latin Grammar [1525] a great advance. 3) Lily's Latin Grammar published in 1513. English edition, 1577. (Hazlitt, chs. viii, x.) b State of arithmetical study. (*Ball, ch. xi; fBall, 10-18.) 1) Tonstall's De arte supputandi [1522], in Latin. 2) Robert Recorde's Grounde of Arts [1540]. 3) Peter Ramus' Arithmetic [1584], in Latin. a) What these represented. 2 Colloquies and dialogues of the 16th century. a Nature of these. 3 Method used in teaching. a Unknown through the unknown. b Point of emphasis. 181 A School. JOEIf AMOS COMENIUS. XCVIII. Scola. A ScJiool, 1 is a Shop in which Young Wits are fashion 'd to vertue, and it is distinguished into Forms. The Master, 2. sitteth in a Chair, 3. the Scholars, 4. in Forms, 5. he teacheth, they learn. Some things are writ down before them with Chalk on a Tahle, 6. Some sit at a Table, and write, 7. he mendeth their Faults, 8. Some stand and rehearse things committed to memory, 9. Some talk together, 10 and behave themselves wantonly and carelessly; these are chastised with a Ferrula, 11. and a Rod, 12. Sdiola, 1. est Oflicina, in qua Novelli Animi formantur ad virtutem, & distinguitur in Classes. Praeceptor, 2. sedet in Cathedra, 3. Discipuli, 4. in Suhselliis, 5. ille docet, hi discunt. Quaedam praescribuntur illis Cretd in Tahella, 6. Quidam sedent ad Mensam, & scribunt, 7. ipse corrigit Mendas, 8. Quidam stant, & reci- tant mandata memoriae, 9. Quidam confabulantur, 10. ac gerunt se petulantes, & negligentes; hi castigantur Ferula (baculo), 11. & Virgu, 12. A SCHOOL IN COMENIUS' TIME. Facsimile of a page in the Orbis Pietus. The picture and the Latin text are from the edition of 1658, and the English text is from Hoole's English edition of 1727. (From a re- print of the Orhis Pietus issued by Mr. C. W. Bardeen [Syracuse, 1887] and reproduced with his permission.) 182 JOR-N AMOS C0MENIU8. Ill COMENIUS' TEXT BOOKS. (Bardeen; *Barnard, 381-395; Barnard's Jr., V, 267-280; Hiller; Keatinge, Biog. Introd. ; *Laurie, Pt. Ill ; Maxwell ; *Monroe, ch. viii ; Platli, 113-119 ; Williams, 175- 184.) 1 The Orbis Sensualium Pictus. (Bardeen edition; Keatinge, 76; Plath, 135-139.) [Patak, 1654; Niirnberg, 1657.] a The first picture book ever Avritten for children. 1) Success of the book, b Basedow's Elementariverk mit Kupfern [1771] (Syllabus, sect. XXXIV, C ) the first attempt to improve upon it. e The new method of teaching which it embodied. 2 The VestiUdum [1633],. / a Nature and object df this book. b Illustrative sentences. (Keatinge, 29, 66.) 3 The Janua Ling itarum Eeserata [1631]. a Nature and object of this book. b Illustrative pages. (Keatinge, 22; Williams, 181-182.) c Eli'ect of its publication. 4 The Atrium. a Nature and object of this book. 5 The Thesaurus. a A proposed book ; nature of. IV COMENIUS' BOOKS ON METHOD. 1 The Great .Didactic. (Kayser, 13-58; Keatinge; *Laurie, Pt. I; f Laurie, ch. vi; *Monroe, ch. vi.) a Written in Czech, 1628-1632; published in Latin at Amsterdam, 1657 ; forgotten for two centuries ; MS. found at Lissa, 1841 ; published in the original at Prague, 1848; first English edi- tion, 1896. b Analysis of the work. Merits and defects, 1) The ultimate end of life. 2) Education a necessity. a) For both sexes. b) The ideal of service. 3) Why schools have so far failed. a) Possibility of reform. 4) Following nature. a) Analogies drawn. 5) Principles of easy teaching. 6) Specific methods. 22 183 JOE^ AMOS COMENIUS. 7) School discipline. 8) The four- fold division of schools. Studies in each. Age limits. (*Barnard, 395^02; Barnard's Jr., V, 281- 286.) a) The Mother-School. b) The Vernacular-School. c) The Latin-School. d) University education. 2 llie School of Infancy. (Kayser, 59-64; *Monroe, cli. vii; §Monroe edition; Richter edition.) a Written in Czech between 1628 and 1630 ; German edition, Lissa, 1633 ; Latin edition, Amsterdam, 1657 ; first English edition, 1858. b Analysis of the work. 1) Claims of children. 2) Obligations of parents. 3) Value of primary education. 4) Character of early instruction. 5) Physical education. 6) Studies; activity; expression, use of language. 7) Moral and religious training. 8) Extent of home training. 9) Preparation for the public school. V COMENIUS' PLACE IN THE HISTORY OF EDUCATION. (Butler; Davidson, 190-208; Hanus; Hoffmeister; Kayser, 84-148; Keat- inge, 124-138, 148-152 ; *Laurie, Introd. an(i Concl. ; JLaurie ; *Monroe, chs. ix, x; f Monroe; Munroe, eh. iv; Miiller; Plath, 120-121; Seyfiearth; Witte.) 1 State of the educational problem in Comenius' time. Work of: — a Luther and IMelancthon. b John Sturm at Strasburg c John Calvin at Geneva. d John Knox and George Buchanan in Scotland. e Roger Ascham and John Milton in England. f Wolfgang Ratke in Germany. 2 Debt to, and advances over, his predecessors. 3 Modern reforms which he anticipated. 4 Whv he influenced his times so little. 184 JOEH} AMOS C0MENIU8. VI DUKE ERNST THE PIOUS OF GOTHA [1601-1675]. (Fisclier, 97- 101; NoMe, 42-44; Plath, 139-150; Schmid, IV, Pt. 1, 2-74.) 1 A practical follower of Comenius. 2 His Schulmethodus [1642], or organization plan for the Volksschule. (Plath, 143-150; Seeley, 22-23.) a Nature of. School books. Attendance. 3 Significance of his work. 185 JOE:ti AMOS C0MENIU8. VII REFERENCES. 1 Sources. CoMENius, J. A. The Orhis Pictus. (Bardeen Ed., reproduction of Hoole's translation, London, 1728.) Keatinge, M. W. (Ed.). The Great Didactic of Comenius. MoNATSCHAFTE DER Comenius-Gesellschaft. (Vol. I, in 1892.) §MoNKOE, Will S. (Ed.). Comenius ScJiool of Infancy. Richteb, Albekt. Comenius' Mutterschule (reprint of the 1633 Lissa Ed.) ; in 'Neud. Pad. Schr., pt. 8. 2 Important Secondary Authorities. Comenius Studien. A collection of six illustrated monographs, as follows: 1 Castens, a. Was muss uns veranlassen im Jahre 1892 das Andenken des Amos Comenius fesilich zu begehen. 24 pp. 2 Vrbka, a. Leben und Schicksale des J. A. Comenius. 160 pp. + xiii pp. Bibliography. 3 Bottichee, W. Die Erziehung des Kindes in seinen ersten sechs Jahren nach Pestalozzi und nach Comenius, 26 pp. 4 Castens, A. Ueber "Eins ist Noth {Unum neeessarium) " von Comenius, 22 pp. 5 Bornemann, K. Comenius als liartograph seines Vatcrlandes. 6 GiNDELEY, A. Ueber des J. A. Comenius Leben und Wirksamkeit. Hiller, Richard. Die Latein-methode des J. A. Comenius. HoFFMEiSTER, H. W. Comenius und Pestalozzi als Begriinder der Volksschule. Kayser, W. Johann Amos Comenius j sein Leben uns seine Werke. *Laurie, S. S. John Amos Comenius. Maxwell, W. H. The Text Books of Comenius. (Bardeen Ed., reprinted, with Ills., from Proc. N. E. A., 1892, 712-723. Monatschafte der Comenius-Gesellschaft. (Vol. I in 1892.) *MoNROE, Will S. Comenius and the Beginnings of Educational Reform. MiJLLER, F. W. Comenius, ein Systematiker in der Pcidagogik. Seyffarth, L. W. Johann Amos Comenius. Staehelin, Kudolf. Amos Comenius. Vrbka, Anton. Leben und Schicksale des J. A. Comenius, with a bibliography; in Comenius Studien, pt. 2. Witte, Dr. J. Johann Amos Comenius. 3 Important Secondary Authorities containing a good chapter on the life and work of Comenius. ^N Barnard, Henry. John Amos Comenius (Eaumer) ; in Barnard's Jr., V, 257- 298. -- *Barnard, Henry. German Teachers and Educators. Butler, N. M. The Place of Comenius in the Histoiy of Education; in Proc. N. E. A., 1892, 723-728. Dibcks, H. a Biographical Memoir of Samuel Eartlib. Hanus, Paul H. The Permanent Influence of Comenius; in Educ. Rev., Ill, 226-236. J Hark, J. M. Private Life and Personal Characteristics of Comenius; in Proc. N. E. A., 1892, 703-711. fLAURlE, S. S. Teachers' Guild Addresses. .JLaurie, S. S. The Place of Comenius in the History of Education; in Educ. Rev., Ill, 211-226. JOH^ AMOS C0MENIU8. 186 Masson, DA^^D. The Life of Milton, III. MuNROE, J. P. The Educational Ideal. Plath, Juijus. Schorn's Geschichte der Piidagogik. Quick, R. H. Essays on Educational Hefonncrs. ScHMiD, K. A. Geschichte der Erziehuny, III, Pt. 2. Williams, S. G. History of Modern Education. 4 Secondary Authorities of lesser importance, and those containing short, general articles on the life and work of Comcnius. Bi^UMEiSTER, A. Handhuch der Er-iehungs- und Unterrichtslehre, I, Pt. 1. Drowning, Oscar. Educational Theories. CompayrjS, G. History of Pedagogy. Davidson, Thos. History of Education. DiTTES, F. Geschichte der Erziehung und des Unterrichtes. Fischer, Otto. Leben, Schriften, und Bedeutung der wichtigsten Pddagogen. tMoNROE, Will S. Comenius, the Evangelist of Modern Pedagogj'; in Education, XIII, 212-219. Paulsen, Fr. Geschichte des gelehrten Unterrichts, I. (2d Ed., 1896.) Regexer, Fr. SJcizzen zur Geschichte der Piidagogik. Schiller, Hermann. Lehrhuch der Geschichte der Piidagogik. 5 Works or articles of lesser importance, or having reference to a single point. *Ball, W. W. R. Short History of Mathematics. fBALL, W. W. R. History of Mathematics at Cambridge. Bardeen, C. \\. The Text-Books of Comenius; in Educ. Rev., Ill, 223-226. Blodgett, Jas. H. Was Comenius Called to Harvard; in Educ. Rev., XVI, 391- *^ 393. Hazlitt, Wm. Carew. Schools, School-Books, and Schoolmasters. Lippert, F. a. M. Joliann Heinrich Alsteds pddagogischdidaktische Reform- Bestrebungen und ihr Einfluss auf J. A. Comenius. JMoNROE, Will S. Was Comenius Called to Harvard; in Educ. Rev., XII, 378- w 382. NoHLE, Dr. E. History of the German School System; in Rep. U. S. Com. Educ., 1897-1898, I, 42-44. Seeley, Levi. The Common School System of Germany. Vostrovsky, Clara. A European School of the Time of Comenius [Prague, 1609] ; in Education, XVII, 356-300. '^^,£^':H.^i^-^"-"'7- XXXII THE APPEAL TO NATURE. A John Locke [1632-1704]. (Lewes, II. Srd Ep., ch. ii; *Quick, eh. xiii ; Scliiller, 142-149; Schmid, IV, Pt. 1, 343-403; Ueberweg, II, 79-90; Williams, 202-209.) I HIS LIFE. (Bourne; Fowler; Fraser, pt. 1; f Quick, xix-xlvi; Sallwurk, i-lxxii.) 1 Student life at Christ Church, Oxford [1652-1655]. (Bourne, I, ch. ii; Fowler, ch. i.) 2 His services to the State. His exile [1683-1689]. Extradition asked for [1685]. Pardoned [1686]. Eeturned to England [1689]. 3 His habit of writing out his ideas. a His theory of life. 4 His work as a tutor. a To the son of Sir John Banks [1677-1679]. b To the son of Lord Shaftesbury [1679-1683]. 5 The productive period after 1685. II LOCKE'S THOUGHTS ON EDUCATION [1693]. (Section citations based on f Quick edition; *Barnard, 223-342; f Barnard, 428- 440; Barnard's Jr., VI, 210-222, XI, 460-484; Bourne, II, 253- 269; Compayre, 194-211; Fowler, ch. x; Leitch, 1-51; Sallwurk.) 1 Physical aspect of education. (Sects. 1-29, 115-116.) a Care of the body. b Diet. c The hardening process. 2 Formation of habits. (Sects. 29-43.) a The tabula rasa idea of the mind. 3 Punishments and rewards. a Nature of. (Sects. 39-66, 76-87, 102-114.) b Dealing with children in general. (Sects. 120-122.) c Relations of father and son. (Sects. 94-99.) 4 Manners ; good breeding. a Influence of example. (Sects. 67-71.) b Importance of the proper choice of a tutor. (Sects. 90-94.) c The requisites of a gentlemen. (Sects. 132-145.) . 187 f 188 JOHN LOCKE. 5 Intellectual education. a Essentials in the person of a tutor. (Sects. 88-94.) b Pleasurable nature of learning. (Sects. 71-76, 118-131, 148-156.) c Latin and Latin Grammar. (Sects. 164-178.) d The mother tongue. (Sect. 198.) e Other studies. (Sects. 159-163, 178-195.) f Accomplishments. (Sects. 196-199, 206-211.) g Manual arts; learning a trade. (Sects. 200-206, 208-210.) 6 Eecreation and travel. (Sects. 211-216.) 7 Locke's Plan for Working Schools for the children of paupers. (f Quick, xliii-xliv, Appendix A.) Ill LOCKE AND HIS TREATISE. (*Barnard, 209-222; fBarnard, 427- 440; Barnard's Jr., VI, 209-222; Browning, ch. vii; Davidson, 200-209; Dittes, 166-169; Gill, 19-38; Munroe, 95-123; *Quick, ch. xiii; f Quick, xlvi-lix.) 1 The sources of his work. (Lepzien; Mehner.) 2 His debt to Montaigne, and his influence upon Rousseau. (Mehner; I Quick, xlvi-liii.) 3 For whom intended. 4 Locke's educational ideas. a Purpose of instruction. b Method. c Subject matter. d Practice and habit. e Companions. Teachers. 5 Locke in relation to his time. 6 Locke compared with Comenius. JOHN LOCKE. 1^^ IV REFERENCES. 1 Sources. *Barnard, Henry. Euylish Pedagogy. Locke, John. Essays Concerning Human Understanding. tQviCKi R. H. (Ed.). Locke's Thoughts on Education. Sallwurk, Dk. E. vox. John Locke's Gedanken ubcr Erzichung. l,Bibl. Piid. Klass., XXII.) 2 IiiiBortant Secondary Authorities. Barnard, Henry. Locke's Thoughts on Education (Raumer) ; in Barnard s Jr., VI, 210-222; XI, 460-484. ♦Barnard, Henry. English Pedagogy. IBarnard. Henry. German Teachers and Educators. Bourne, H. R. Fox. The Life of John Locke. 2 Vols. Fowler, Thos. John Locke. Lewes, Geo. H. The History of Philosophy, II. Munroe, J. P. The Educational Ideal. *QuiCK, R. H. Essays on Educational Pefonncrs. ScuMiD, K. A. Geschichte der Erziehung, IV, Ft. 1. Ueberweg, F. History of Philosoj)hy, II. 3 Minor Secondary Authorities and General Works. Browning, Oscar. Introduction to Educalioual Theories. CoMPAYRE, G. History of Pedagogy. /^^-J^'f Davidson, Thos. A History of Education. DiTTES, F. Geschichte der Erziehung tmd des Unterriehtes. Eraser, Alex. Campbell. Locke. Gill, John. Systems of Education. Leitch, James. Practical Educationists and their Systems. Lepzien, a. ]M. J. 1st Thomas Elyot ein Yorgdnger John Locke's in der Erzie- hungslehre? IklARK, H. T. History of Educational Theories in England. :Mehner, Carl Max. Der Einfluss Montaigne's auf die padagogischen Ansichten von John Locke. Schiller, Hermann. Lehrhuch der Geschichte der PUdagogik. Williams, S. G. History of Modern Education. 190 JEAN-JACQUES ROUSSEAU. B Jean-Jacques Rousseau [1712-1778]. (Baumeister, I, Pt. 1, 195-198; Browning, cli. ix; Caird, I, 105-146; Carlyle; Clarke, 343- 381; tDavidson, 209-219; Dittes, 188-195; Enc. Brit., art. Rousseau; Faguet, 327-408; Fischer, 116-128; Francke, III. 289-397; Graham; Hailman, lect. vii ; Lang; Levj'- Bruhl, ch. viii; Jos. Payne, 89-91; Plath, 198-213; Schiller, 235-247; Schmid, IV, Pt. 1, 563-612; Van Laun, III, 90-110; Williams, 290-309.) I ROUSSEAU'S LIFE. (*Barnard, 459-463; Barnard's Jr., V, 459-463; Graham; Mimroe, ch. vii; Rousseau's Confessions.) 1 The dependent and passive period [1712-1741]. (*Davidson. ch. ii; Morley, I, chs. ii, iii.) a Early life. Care of an aunt. Precocity. Life in the country, eight to ten ; and in Geneva, ten to twelve. 1) Nature of his education thus far. b Apprenticed to an engraver from twelve to sixteen. The result, c Became a Catholic. Life as a vagabond, sixteen to twenty, d His life for the next nine years. 2 The independent and productive period [1741-1778]. (*Davidson, ch. iii.) a Went to Paris in 1741. Secretary to the ambassador to Venice. Parisian life. (Morley, I, ch. vi.) b The Dijon Academy prize of 1749. c Identified himself with the common people, d The Origin of Inequality [1753]. e Went to Montmorency to live. The great literary period. (Mor- ley, II, ch. i.) 1) The New Heloise. [Finished, 1759; published, 1761.] 2) The Social Contract [1762]. (Morley, II, ch. iii.) 3) Emile [1762]. 3 The storm which the Emile caused. Subsequent history. a His persecutors. b Exile:— Switzerland, England, France. (Morley, II. chs. vi, vii.) c Returned to Paris [1770]. d Death and burial at Ermenonville [1778]. e His ashes removed to Paris and placed in the Pantheon [1793]. "> 4 Character of his life. His aspirations. The result. His Con- fessions. II THE TIMES IN WHICH HE LIVED. (*Davidson, ch. i.) 1 Writers before Rousseau. a The political theories of Ilobbes and Locke, b Montesquieu's Esprit des lois [1748]. c Morelly's Code de la nature [1754]. 191 JEAN -JACQUES ROUSSEAU. 2 Ideas and questions of tlie age. a The state of "Nature." b The laws of "Nature." G The social contract. d Inequality arising under the social contract. e The ideal and the normal form, of human life. f Are men bound to submit to social regulations against their wills. 3 Growing tendency to look upon man as the originator of law and the social order, and hence as the master of the universe, resulting in: — a Decline of ecclesiastical authority, b Conception of human duty as the following of Nature. 4 Rousseau gathered up these ideas and stated them. a His work opportune. b His work the antithesis of his life. Ill ROUSSEAU'S EMILE. (*Barnard, 463-484: Barnard's Jr., V, 463- 484; *Compayre, ch. xiii; fCompayre, chs. ii-iv; Morley, II, ch. iv; Munroe, ch. vii; Platli, 198-213; Quick, ch. xiv; Wier.) 1 Infancy, or the education of Emile to the age of five. (Emile, bk. 1; *Davidson, ch. v.) a The hand of Nature and the Influence of man. 1) Civilized man=l / ic. b Education to consider human destiny, c The mother's duty. Duty of the father. d Training the child. 1) The hardening process, e Instruction vs guidance. 1) Emile and his tutor. 2) Only habits no habits. 3) City vs country life. 2 Childhood, or the education of Emile from the age of five to twelve. (Emile, bk. 2; *Davidson, ch. vi.) a Punishments. 1) The order of nature; punishment by consequences, b Spoiling the child ; a correct start. 1) Reason vs commands, c To gain time by losing it. 1) Doing while doing nothing. d Memory and reason go together. 1) Words without ideas. 2) Studies in the early period; books. 192 JEAN-JACQUES ROUSSEAU. 3) Leariiing to read. 4) Study of physics. a) Sense training. 5) Drawing and painting. 6) Geometry. 7) Music. 6 Education to be emancipation. 1) Limile's free, frank manner. 2) Emile knows his powers. 3 Boyhood, or education of Emile from the age of twelve to fifteen. ( Emile, bk. 3 ; *Davidson, ch. vii. ) a Choice in studies, b Order of progress in studies, c * ' Transform sensations into ideas. ' ' 1 ) Curiosity. 2 ) Re-discovery. d Method in geography, e Method in physics, f The curse of books. 1) Emile 's one book. g ' ' Values men by their trades, things by their usefulness. ' ' h Beginning the study of society. . 1 ) Value of life ; origin of society. 2) Instability of thrones; approaching revolutions. 3) Independence of the laborer. 4) An honorable trade. a) Learning a trade. 4 Adolescence, or the education of Emile from the age of fifteen to twenty. ( Emile, bk. 4 ; *Davidson, ch. viii. ) a The second birth ; the preparation. 1 ) Now first comes to know suft'ering, misery, human calamities, and death. a) The heart to be expanded, b The study of society as it is. 1 ) " Through doing good to become good. ' ' c Study of history and biography to begin. d Method of dealing with Emile now. 6 Reason to rule him in the social vortex. 1) His religion, f Problem now how to divert his senses and energies, g To enter the world at twenty. 1) His wife. The ideal, h Emile 's simple tastes. 1 ) Riches do not bring pleasure. 23 193 JEAX-JACQUES ROUSSEAU. 5 Youth, or iiimile from the age of twenty until his marriage, and the education of his wife, Sophie. (Emile, bk. 5; fCompayre, ch. v; *Davidson, ch. ix.) . a Difference between the sexes. b Consequent difference in the education to be given to each, c Nature to be followed in all that characterizes sex. d The object and duty of woman. 1) How this modifies education, e The education of a girl. 1) Physical to take precedence. 2 ) Amusements. 3) Inconstancy; gentleness; docilit}^ 4) Religious instruction. 5) Study of men. f Sophie described. 6 Manhood, or the after life of Emile and Sophie. (*Da'vidson, ch. x.) a The continuation of the Emile. b Trials and calamities. , c Value of Emile 's education demonstrated. IV EFFECT OF ROUSSEAU'S WORK; HIS INFLUENCE. (*Davidson, ch. xi.) ^ 1 Effect on France and on Europe of laying bare the defects and abuses in education. 2 Great sale of the book. a Morality became a passion. (tCompayre, ch. vi.) / 3 Influence on French political and religious thought. a ' ' Return to Nature ' ' in everything. b Emotional faith a substitute for religion. c ' ' The Father of Democracy. ' ' 4 Influence on German thought. a Kant. b The " Storm and Stress" period of German literature. 5 Great influence on education. (*Barnard, 485-486; Barnard's Jr., V, 485-486.) a Education popularized. b Pestalozzi. (Ilerisson.) c Basedow and German thinkers. (See Syllabus, sect. XXXIV, C.) 6 The philosophical unsoundness of his educational theories. a His real service. 194 JEAN-JACQUES ROUSSEAU. ,^^X[yVjL%^<.'ZJi (w^x^^-c^ V REFERENCES. 1 Sources. 1^Wva^*-«-<«'*^; Rousseau, J.- J. Etnile. '(Trans, by W. H. Paj'ne.) Rousseau, J.- J. Emile (Abridged). ( Steeg-Worthiiigton Ed.) Rousseau, J.-.T. The Confessions. 2 Most Important Secondary Authorities. Barnard, Henry. Jean- Jacques Rousseau; in Barnard's Jr., V, 459-486. *Barnard, Henry. German Teachers and Educators. *CoHPAYRE, G. History of Pedagogy. fCoMPAYRE, G. J.-J. Rousseau et Veducation de la nature. Craddock, Thos. Rousseau, as Described hy Himself and Others. ^^*Davidson, Thos. Rousseau and Education According to Nature. ' Levy-Bruhl, Lucien. History of Modern Philosophy in France. ^ MoRLEY, John. Rousseau. 2 Vols. MiTNROE, J. P. The Educational Ideal. ^ Quick, R. H. Essays on Educational Reformers. ScHMiD, K. A. Geschichte der Erziehung, IV, Pt. 1. 3 Secondary Authorities of lesser importance. Baumeister, a. Handbuch der Erziehungs- und Unterrichtslehre, I. Pt. 1. Browning, Oscar. Introduction to Educational Theories. fDAViDSON, Thos. History of Education. DiTTES, Fr. Geschichte der Erziehung und des Unterrichtes. Fischer, Otto. Leben, Schriften, und Bedeutung der wichtigsten Piidagogen. Graham, Henry G. Roitsseau. Hailman, W. N. History of Education. Herisson, F. Pestalozzi; eleve J.-J. Rousseau. (Musee Pedagogique; Me- moires et documents scholaires. No. 28.) Lang, Ossian L. Rousseau and his Entile. Payne, W. H. Education according to Nature; in Proc. N. E. A., 1895, 114-125. Payne, Jos. History of Education. Plath, Julius. Schorn's Geschichte der Piidagogik. ScHiLXER, Hermann. Lehrbuch der Geschichte der PUdagogik. "^ Street, A. E. Rousseau's Theory of Education; in Educ. Rev., V, 278-290. WiER, Sam'l. a Key to Rousseau's Emile; in Educ. Rev., XVI, 61-69. Williams, 8. G. History of Modern Education. 4 General Works containing a good, general chapter. Clarke, Jas. Freeman. Jean-Jacques Rousseau; in Memorial and Biographical Sketches. Carlyle, Thos. The Hero in Literature; in Heroes and Hero Worship. Cairo, Edward. Rousseau; in Essays on Literature and Philosophy, I. Faguet, Emile. Rousseau; in Dix-huitieme sicclej etudes littcraires. Francke, Adolphe. Rousseau; in Reformateurs et publicistes de VEurope, III. Goldsmith, Oliver. Essay on Education; in Barnard's Jr., XIII, 347-353. Van Laun, Henri. History of French Literature, III. /'-,5uU^; H. 1^- l-^'-Z-V?. \l XXXIII THE REVOLUTION AND EDUCATION IN FRANCE. (Arnold, ch. iv; Babeau; Barnard's Jr., XX, 217-218; fCompayre, II; Dreyfus-Brisac, III, 250-286; Dnmesnil; Duruy; *Min. Publ. Instr., 8-12; $Min. Publ. Instr., 1-12; Picavet, 43-64; Teegau, ch. i. For the text of all laws and decrees adopted see Beauchamp, or Greard. ) I THE DEVELOPMENT OF ABSOLUTE MONARCHY. (Duruy; Low- ell; May, Il/chs. xii, xiii.) 1 The kings r-Louis XIII [1610-1643] ; Louis XIV [1643-1715] ; Louis XV [1715-1774] ; Louis XVI [1771-1789]. 2 Work of Richelieu [1624-1642] in centralizing power in the hands of the king and breaking dowoi the power of the nobility. 3 Triumph of absolute monarchy [1661-1715] ; perfection of the admin- istrative machinery; suppression of local liberties. 4 The court at Versailles [1682] and the influence of French splendor on Europe ; Golden Age in French literature. 5 Private policy of Louis XV; reign of favorites; destruction of the power of parliament. 6 New taxes ; bankruptcy of the nation ; decline of agriculture ; wretched condition of the common people; general unrest. II THE OVERTHROW OF THE OLD REGIME. (Duruy; Faguet, 193- 278; Lowell; May, II, ch. xvi.) 1 The work of the political philosophers of the 18th century. a Influence of John Locke. ' b Montesquieu [1689-1755]. Lettres Persanes [1721] ; L'esprit des lois [1748]. (Levy-Bruhl, ch. v; Van Laun, 23-36.) c The work of Voltaire [1694-1778]. (Faguet, 193-278; Levy- Bruhl, ch. vi; Van Laun, III, 43-66.) d Rousseau [1712-1778]. L'origine de I'incgalite [1753]; Contrat Social [1762] ; Emile [1762], (Syllabus, sect. XXXII.) 2 Increasing power of public opinion; increasing demand for reforms. 3 Meeting of the States-General [May 5, 1789]. a Declared itself The Constituent Assembly [June 17, 1789]. b Fall of the Bastile [July 14, 1789]. 195 196 THE REVOLUTION AND EDUCATION. 4 The Legislative Assembly [Oct. 1, 1791-Sept. 21, 1792]. 5 The Constitutional Convention proclaimed a Republic [1792]. III THE IDEA OF NATIONAL EDUCATION. (*Compayre, chs. xiv, xv; fCompayre, II, chs. vi, vii; Dumesnil, ch. ii.) 1 Work of the philosophers in preparing the way for the secularization of education. 2 Decline in vigor of the Jesuits and failure of their schools to change to meet the needs of the times. a Complaints against their system [1762]. b Expulsion of the Order from France [1764]. 3 Demand for civil instead of religious teachers. 4 La Chalotais' Essai d'educatiou nationale [1763]. (Buisson; *Com- payre, ch. xv; fCompayre, II, 207-226.) a Education a civil affair ; citizen teachers, b Education to make French citizens, c Studies from five to ten. d Studies from ten to seventeen. 1) Character of the proposals, e Views on the extension of popular education, f Merits of the treatise. 5 Rolland's Report to the Parliament of Paris [1768]. (Buisson; *Compa3nre, ch. xv; fCompayre, II, 227-248.) a His views on the extension of popular education, the training of teachers, and the centralization of education, b Seconded by Turgot [1775]. 6 The right of the State to preserve itself through education. 7 Demands of the Cahiers of 1789 as to education. (Grimaud, 6-10.) IV LEGISLATIVE ATTEMPTS AT ORGANIZATION. (Barnard's Jr., XXII, 651-664, for abstract of proposals; *Compayre, chs. xvi, xvii.) 1 State of elementary education in 1789. (Arnold, ch. iv; Babeau, ch. i; Fayet, chs. ii, iii.) a The Catholic view. (Alain, chs. iv-viii.) b The anti-Catholic view, c The percentage of illiteracy, and what it indicates. 1) "In 1790 there were 53% of men and 73% of women who could not sign their names to the marriage contracts." (*Compayre, 365.) 197 TUE REVOLUTION AND EDUCATION. 2) In the Departmeut of Haute-Marne, one of the best edu- cated Departments of France, the statistics of illiteracy, as shown by the inability to sign the marriage records, are as follows: — (Fayet, 12-13.) Haute-Marne. France as a whole Period. Men. Women. Men. Women. 1701-1725 54.8% 80.5 % 1726-1750 46.7 79.0 1751-1775 37.3 75.5 1776-1800 28.2 65.9 53.0^ 73.0' 1858-1868 3.0 0.0 27.0 41.6 Tor the year 1790 only. 2 What Avas taught in the secondary schools. (See table in fMin. Publ. Instr., 1887, pp. 412-416.) A FRENCH SCHOOL BEFOIIE THE REVOLUTION. (After an etcliing by Boisseau [1730-1809]. From Lacroix, The Eighteenth Century, j). 245.) 3 The Constituent Assembly [June 17, 1789-Sept. 30, 1791]. (Babeau, ch. ii: Buissoii, Pt. 1, tome I, 125-126, tome II, 1674; *Compayre, ch. xvi: fCompayre, II, 249-272; Grimaud, 11-22; Liard, I, 117-148.) a .Mi ra beau's Discourses on Education. (Dumesnil, ch. iii ; Hip- peau, I, 1-32.) 198 THE REVOLUTION AND EDUCATION. b The Constitution of September 4, 1791, on education. (Buisson.) c Talleyrand's Rapport [Sept. 10-11, 1791]. (Buisson; Dumesnil, eh. iv; Hippeau, I, 33-184.) 1) His four grades of instruction. 2) Nature of the primary education proposed. 4 The Legislative Assembly [Oct. 1, 1791-Sept. 21, 17921. (Babeau, ch. ii ; Buisson, Pt. 1, tome I, 462-464, tome II, 1674—5 ; *Compayre, ch. xvi; fCompayre, II, 273-290; Grimaud, 22-25; Liard, I, 149- 164.) a Condorcet's Eapport [April 20-21, 1792]. (Buisson; Dumesnil, ehs. V, vi; Hippeau, I, 185-288.) 1) Liberty and equality impossible without education. 2) His five grades of instruction. 3) Primary education. 4) Elements of technical and scientific knowledge. 5 The National Convention [Sept. 21, 1792-Oct. 26, 1795] . (Allain, chs. ii, iii; Babeau, ch. iii; Buisson, Pt. 1, tome I, 520-571; *Compayre, ch. xvii; fCompayre, 291-324; Hippeau, II, chs. i-iv; Liard, I, 165-285.) a Multiplicity of reports, bills, and decrees. (Arnold, ch. iv; Buisson, Pt. 1, tome I, 649-652; Dumesnil, chs. vii-xii; Grimaud, 26-55; Hippeau, I, 289^22.) 1) Abolition and confiscation of all secular and endowed schools and colleges [1793]. (Beauchamp, I, 14; Liard, I.) a) Supremacy of the State. 2) Primary schools ordered established [1793]. (Allain, ch. iii; Beauchamp, 26-27.) a) Schools; teachers; subjects of instruction. b) Claim of the State on the child. b The law of the 3rd of Brumaire, year IV [Oct. 27, 1795], organiz- ing the entire system of instruction. (Barnard's Jr., XX, 228-229; Beauchamp, I, 36-42; *Compayre, 409-411; Grim- aud, 55-57; Liard, I, 225-255.) 1) The new provisions regarding popular education. a) Change in the attitude of the State. 2) The schools thus founded became the first Lycees of 1802. c The Constitution of 1795 on education. (Beauchamp, I, 34.) d Organization of the Normal School of Paris [1795], the Polytech- nic School, and a number of scientific bureaus. (Allain, ch. v; Ecole normale, 21-209; Hippeau, I, 423^69.) 6 The Directory [1795-1799]. (Allain, ch. vii; Liard, I, 285-312.) 7 The Consulate. (Syllabus, sect. XXXVIII.) 199 THE REVOLUTION AND EDUCATION. 8 Comparative fruitlessness of the various attempts. (AUain, ch. vi; Babeau, chs. vii, viii; Grimaud, 55-60.) a Why the efforts were unavailing, b The new spirit which inspired them. c National and lay education as yet little more than a cherished hope, though its lines were roughly indicated. y REFERENCES. 1 Sources, extracts from and digests of sources, and secondary authorities of first importance. Allain, E. L'ceuvre scholaire de la revolution, 1789-1802. Babeau, Albert. L'ecole de village pendant la revolution. Barnard, Henry. Public Instruction in France, 1789-1808; in Barnard's Jr., XXII, 651-664. Beauchamp, a. de (Ed.). Enscigne)nent superieur; lois et reglements, I, 1789- 1847. BmssoN. F. Dictionnaire de pedagogic et d'instruction primaire, Pt. 1, tome I. *CoMPATKfi, G. History of Pedagogy. fCoMPAYR:^, G. Histoire critique des doctrines de Vedueation en France depuis le seizieme siecle, II. Dumesnil, Georges. La pedagogic r^volutionnaire. DuRUY, Albert. L'instruction publique et la revolution. EcoLE normals. La centenaire de l'ecole normale, 1795-1895. Fayet, M. Recherches historique et statistiques sur les communes et les ecoles de la Haute-Marne, 1701-1869. Gr^ard, V. C. 0. La legislation de l'instruction primaire en France depuis' 1789. Vol. I. (2d Ed.) HiPPEAU, Celestin. L'instruction publique en France pendant la revolutions : I, Rapports; II, Debats. fMiNiSTER PuBL. Instr. Statistique de Venseignement secondaire, 1887. MusEE Pedagogique. Note sur l'instruction publique de 1789-1808; in Me- moires et Docs. Schol., No. 71. 2 Secondary authorities of lesser impoilance, and General Works. Alain, l'Abbe. L'instruction primaire en France avant la revolution. Arnold, Matthew. Popular Education ii\ France. Deeyfus-Brisac, E. L'education nouvelle, II, III. Faguet, Emile. Dix-huiticme siccle; etudes litteraires. Grimaud, Lol'IS. Histoire de la liberte d'enseignement en France, 1789-1898. Levy-Bruiil, Lucien. History of Modern Philosophy in France. LiAED, Louis. L'enseignement superieur en France, 1789-1893, I. Lowell, E. J. Eve of the French Revolution. May, Sir Thos. E. Democracy in Europe, II. •Minister, Publ. Instr. Statistique de l'enseignement superieur. 1868-1878. ^Minister Publ. Instr. L'inspection de l'enseignement jtrimaire. PicAVET, F. L'education. Teeg.\n, Thos. H. Elementary Education in France. TiiftRY, A. F. Histoire de l'education en France. 2 Vols. Van Lavn, Henri. History of French Liierature, III. Sciz^ii... (^./i^.a^v^M-^ XXXIV THE EIGHTEENTH CENTURY IN GERMANY. (Dittes, 203-224; Freytag, see table of contents; Nohle, 45-61; |Paulsen; Rein, VII, 994- 1013; Russell, ch. iii.) A Influences at Work. I PIETISM AND REALISM. (Dittes, 178-188; Williams, ch. x.) 1 Condition of the Lutheran Church and the Lutheran schools of Ger- many at the close of the 17th century. (Syllabus, p. 139-140.) 2 Pietism a protest. (Baumeister, I, Pt. 1, 182-194; Dittes, 178-188; K. Fischer, I, ch. ix; Hailman, 68-73; Plath, 150-166; Regener, 119-125; Schiller, 201-230; Schmid, IV, Pt. 1, 187-342.) a The future aim. b Attitude toward humanism, e Attitude toward realism. 3 Work of Augustus Hermann Francke [1663-1727] at Halle. (*Bar- nard, 441-458; Barnard's Jr., V, 441-458, 689-699; Dittes, 180- 183 ; 0. Fischer, 102-107 ; A. H. Francke ; Gansen, 3-49 ; Hailman, 68-73; *Kramer; f Kramer, pp. i-lxxv; Nohle, 50-51; Plath, 151- 154; Richter, pts. 5, 6, 10; Schiller, 201-230; Schmid, IV, Pt. 1, 187-302; AA^illiams, 268-275.) a His ''Institutions" [1694-1707]. (Bache, 94-114; Painter, 240- 247; fPaulsen, I, 551-562; Plath, 154-158.) 1) Pietistic and realistic character, b Influence of his work on German education. 4 Julius Hecker [1707-1768]. (Bache, 301-316; *Barnard, 291-301; Barnard's Jr., V, 689-699; Baumeister, I, Pt. 1, 195-198; Nohle, 59-61 ; Plath, 171-173 ; Regener, 173-177 ; Schiller, 231-234, 329- 336.) a Established a RcalscJude at Berlin [1747]. 1) Studies; success; influence. b Established the flrst Lehrerseminar in Berlin [1748]. II THE NEW SPIRIT IN THE UNIVERSITIES. (Painter, 261-266; AVilliams, ch. x.) 1 Halle [1694] the first modern University. (Baumeister, I, Pt. 1, 174^179; Nohle, 45-46; *Paulsen, 57-65; fPaulsen, I, 520-550.) 200 •24 201 THE EIGHTEE'STE CENTURY IN GERMANY. a Gundling [1711] discussed "The office of a University." 1) Beginnings of Lehrfreilieit. b Christian Wolff [Prof. 1707-1723, 1740-1754] appealed to reason. "Makes philosophy speak German." 2 The new methods in classical study. (Baumeister, I, Pt. 1, 246-255, 258-269; Schiller, 289-298.) a J, M. Gesner at the new University of Gottingen. (*Barnard, 521-529; Barnard's Jr., V, 741-752; Nohle, 46-50; fPaiilsen, II, 9-45; Schiller, 289-296.) b Reform work of: — 1) Ernesti [T/(omassc/m?e, Leipzig] . (*Barnard, 530-532.) 2) Frederick August Wolf [Halle]. (*Barnard, 561-573; Barnard's Jr., VI, 260-272; Painter, 261-266; fPaulsen, II, 208-245; Schiller, 320-329.) c Meaning of this work for secondary education. (Schiller, 298- 320.) Ill TPIE NEW INDEPENDENT SPIRIT IN LITERATURE. (Baumeister, I, Pt. 1, 255-258.) 1 Use of German, Latin, and French in the 17th century. a The reformers and the vernacular, b Wolff's lectures on philosophy, c Satirists expose French follies. d The overthrow of French classicism and the foundation of a national German literature. 2 Levelling effect of the rising individualism. 3 The aspirations of the leading thinkers. 4 The work and influence of Klopstock, Wieland, Lessing, Herder, Kant, Fichte, Goethe, and Schiller. (*Barnard, 547-560; Barnard's Jr., VI, 195-208 ; Baumeister, I, Pt. 1, 281-288 ; Compayre, 332- 338; K. Francke, chs. vii, viii; fPaulsen, II, 189-208; Vogt, 1-43; Williams, 309-317.) a The new ideal for humanity. b .The new aristocracy of worth. c Storm and Stress pei'iod. d The classics of individualism. IV INFLUENCE OF THE THEORISTS AND REFORMERS. (Hail- man, lect. viii.) 1 John Locke. (Syllal)us, sect. XXXII, A.) 2 Jean- Jacques Rousseau. (Syllabus, sect. XXXII, B.) 202 THE EIGHTEEXTH CEKTURY IX GERMAl^'Y. 3 Immainiel Kant [1724-1804]. (Browning, 165-174; Clmrton; Coni- payre, 332-338; Davidson, 220-229; Mclntyre; Vogt.) a His lectures Ueher Piidagogik. b The new moral, or culture ideal. 4 Johann Basedow [1723-1790] and his followers. (Syllabus, sect. XXXIV, C.) 5 Johann Gottlieb Fichte in the first decade of the 19th century. (Syllabus, sect. XXXVII.) V REFERENCES. 1 Sources. CnURTON, Annette. Kant on Education. (Transl. with Introd., of Ueher Piidagogik.) Fkancke, a. W. Schriften iiber Erziehung mid Unicrricht. (Piid. Bihh, Vols. V, VI.) Gansen, Johannes. August Hermann Franckc's wichtigste plidagogische Schriften. (Saml. Pud. Schr., Vol. VIII.) tKRAMEK, D. G. A. H. Francke's plidagogische Schriften. (Bihl. Piid. Klass., Vol. XI.) E.ICHTER, Albert. Netidnicke piidagogische Schriften, part 10; A. H. Francke's kurtzer und einfaltiger Unterrichi. Vogt, Dr. Th. Immanuel Kant, Ueher Piidagogik. (Bihl. Pad. Klass., Vol. XIII.) 2 Important Secondary Authorities. Bache, a. D. Report on Education in Europe. ■ Barnard, Henry. Augustus Hermann Francke (Raumer) ; in Barnard's Jr., V, 441-459. Barnard, Henry. Real Schools, Heckler and Francke (Raumer) ; in Barnard's Jr., V, 689-699. Barnard, Henry. Johann M. Gesner (Raumer) ; in Barnard's Jr., V, 741-752. Barnard, Henry. Johann Gottfried Herder (Raumer) ; in Barnard's Jr., VI, 195-208. Barnard, Henry^. Friedrich August Wolf (Raumer) ; in Barnard's Jr., VI, 260-272. *Barnard, Henry. German Teachers and Educators. Baumeister, a. Handhuch. der Erziehungs- und Unten-ichtslehre, Vol. I, Pt. 1. DiTTES, F. Gcschichte der Erziehung und des Unterrichtes. Fischer, Konrad. Gcschichte des deutschen Volksschullehrcrstandes, I. *Kramer, Gustav. .4 ugu.^t Hermann Francke; ein Leienshild. NoHLE, Dr. E. History of the German School System; in Rep. U. 8. Com. Educ., 1897-1898, I, 45-61. (Transl. from Rein's EncyU. Handhuch der Piida- gogik. ) *Paulsen, Fr. The German Universities. fPAULSEN, Fr. Gcschichte des gelehrten Unterrichts. (2d Ed., 1896.) Plath, Julius. Schom's Gcschichte der Piidagogik. Regener, Fr. Skizzcn zur Gescltichte der Piidagogik. Rein, Geo. W. Encyklopadischcs Handhuch der Piidagogik, VII, 994-1013. (Trans, in Nolile. ) 203 THE EIGHTEEyTH CEXTIRY IX GERlIAyY. ■^ Russell, Jas. E. German Hi'ST von. Pcstalozzi. ''Seyffarth, L. \V. Pestalozzi's samtliche ]V(ihe, I ( Lif»' nf Pestalozzi). 3 Important Secondary Authorities. BiREB, Dr. E. Henry Pestalozzi and his Plan of Education. Rlociimaxx, K. J. Piidagogische (Jueltmseliriften, 1. Heinrich I'estalozzi. Edelmaxn, J. Pestalozzi. FistiiKR. Otto. Lebcn, Sehriftcn. u)id liedeutung der uichti(istcn Piidagogen. Herisson, F. Pestalozzi ; elive J. J. L'ousseau. HOFFMEISTER, H. W. Cometiius and Pestalozzi als licyriinder der Volhsschule. Kayser, W. Johann Heinrich Pestalozzi; nach seinem ].rl,rn. Werken, und seiner Bedeutung. MoRF, H. Zur Biographie Pestalozzi^s. 4 ^'ols. Plath, JlLTUS. ^chom's Geschichtc der Piidagogik. Roth, Richard. Heinrich Pestalozzi, der schueizerschc Jugendfreund. ScinvENPiMANN, Joir. Der Piidagoguc llcinrich J\'stalozzi. tSEYFFARTH, L. W. Pcstolozzi in seiner ucltycschichtlichen Bedeutung. SoMSiER, Fedor. Pestalozzi in Stanz. VoGEL, AiGL'ST. kiystemalischc Darstcllung der Piidagogik J. H. Pestalozzi. 4 Secondary' Authorities containing short general articles on his life and work. Raimeister, a. Handbnch der Erziehuugs- und L'nterrichtslchrc, Vol. I, Pt. 1. Rrowmng, Oscar. Introduction to Educational Theories. t'oMPAYRf:, G. History of Pcdagaiiy. DlTTE-s, Fr. (Icschichte der Erzichung und des Untcrrichtes. Fitch, Sir Joshia G. Educational Aims a)id Methods. •Mailman, \V. N. History of Pedagogy. JoHONNOT, Jas. Principles and Practice of Teaching. Leitch, Jas. Practical Educationalists and their Systems. Payne, Jos. Lectures on the History of Education. CSVorks, II.) Regener, Fr. Skizzen zur (Icschichte der Piidagogik. SciilU-EK, Hermann. Lehrhuch der (Icschichte der Piidagogik. Williams, S. G. History of Modern Education. 5 Short articles of a general nature. e nialiiig to some one phase of Pestal- ozzi's work. Bradley, J. C. Pestalozzi, tlie ICaclitr of (liiMrfn: in Education, XI, 352- :<.-)!), 423-429. Davihson. Tiios. History of Education. tHAlLMAN, \V. N. From Pestalozzi to Froehcl : in I'roc. .V. E. A., 1880, 128-137. Hamilton, C. J. Henri Pestalozzi; in Educ. A'cc, II', 173-184. Hall, (J. St.vnley. Educational Reforms; in Ped. Sem., 1, 1-12 Harris, \\ . T. ]Icrl)art and Pestalozzi Compared; in Educ. Hev., V, 417-422. ''■'t^,u^-:y-r^'^^''"'^- 219 HERB ART. Klemm, L. R. An Intenaew between Pestalozzi and Dr. Bell; in Education, VII, 559-562. Monroe, Will S. Joseph Xeef and Pestalozzianism in America; in Education, XIV, 449-461. Rein, Wm. Pestalozzi and Herbart; in The Forum, XXI, 346-360. B JoHANN Friedricii Herbart [1776-1841]. (Baumeister, I, Pt. 1, 297-304; Lang; Plath, 361-366; Regener, 197-209; Schiller, 342-378; Tompkins.) I HERBART 'S LIFE. (Bartholomai, I, 3-109; *DeGanno, pt. 1, ch. ii; fFelkin, 1-24; *Van Liew.) 1 Early life and studies [1776-1797]. a Early philosophic studies. h Career at Jena [1794-1797]. 1) The University of Jena at the time. 2 Acted as a tutor [1797-1800]. a Influence of this experience, b The bi-monthly reports. (fFelkin, pt. 2.) c Student and tutor at Bremen [1799]. d Visited Pestalozzi at Bnrgdorf [1799]. 3 Herbart as a university professor. a Became a lyrivat-docent in pedagogy at Gottingen [1802]. 1) His lectures on Ethics. b Professor of philosoph}^ at Konigsburg [1809-1832]. 1) The Pedagogical Seminary, conducted after 1810. a) Methods. Practice school. Followers, c The second Gottingen period [1833-1841]. 4 Herbart 's writings on education and philosophy [1800-1831], a His attempt to establish education as a science. II THE EDUCATIONAL PROBLEM AS HERBART FOUND IT. (*Dc- Garmo, pt. 1, ch. 1.) 1 The empirical work of Pestalozzi. a His principle of sense-perception. b His principle of the harmonious development of all the faculties. 2 The work of Herbart and his followers. a The development of a psychologj^ capable of direct application to the problems of education. b The demonstration of the possibility of making all school instruc- tion contribute to the development of moral character. c Herbart 's work an organization rather than a new contribution. (*Felkin, 24-56.) 3 Herbart and Pestalozzi. (*IIarris; Natorp ; Rein.) 220 HKRIiART. Ill HERBART'S PSYCHOLOGY. (Adams, ch. iii; *DeGarmo; §DeGarmo; Ency. Brit; *Felkin, ch. 1; fFelkin, 24-44; *Herbart;'^ jHerbart; Lange and DeGarmo; 15-29; Tompkins; *Ufer.) 1 His conception of the mind as a unity, and his attempt to reduce mental action to a definite basis. 2 The doctrine of apperception added to Pestalozzi's principle of sense- perception. (*Harris; K. Lange.) a The term made scientific. b The apperceptive process. c Kinds of apperception. 3 Pedagogical consequences of the doctrine of apperception. a The importance of proper education greatly increased, b Fundamental problems of education which at once arise. 1) AYhat means best to use to awaken interest, and thus secure strong apperception. 2) What materials should be used. 3) How best organize these materials. 4) How best present-them to the child, c Education thus reduced to a system. d The question of educational values. lY HERBART'S ETHICS AND THE APPICATION TO EDUCATION. 1 Herbart's ethics. (*DeGarmo, pt. 1, ch. iv; §DeGarmo; *Felkin, ch. ii; Lange and DeGarmo, 7-15.) a The idea of inner freedom. 1) Dependence on knowledge, b The idea of efficiency of the will. c The idea of good will. d The idea of justice, or the prevention of strife, e The idea of equity, or requital. 2 Application to education,— character-building. (Lang, pt. 1; Lange and DeGarmo, pt. 3, sect, ii; *Ufer.) a True object of education, b Objective and subjective aspects, c Importance of action. d Influence on one's circle of thought, e Innate disposition. Change. Tenacity. 3 Government and training , of children. (*DeGarmo, pt. 1, ch. vii ; *Felkin, ch. iv; Lang, pt. 2; Lange and DeGarmo, pt. 2, sect, iii; *Ufer.) a Distinction between. 1) Aim of both. 221 HERBART. b Government to be supplanted by education. 1) Necessity of liberty. c Discipline to be continuous treatment. 1) Use of punishment. 2) Use of approbation and disapprobation, d Necessity of the teacher entering into the feelings of the child. V HERBART 'S DOCTRINE OF INTEREST. (Adams, ch. x; ■*DeGarmo, pt. 1, ch. V; f Harris; Lange and DeGarmo, pt. 2, sect, ii; *Ufer.) 1 The necessity of interest in character-building. 2 Value of an early many-sided interest. 3 How the cultivation of interest may be reduced to a system. 4 Kinds of interest. a For knowledge. 1) Empirical. Speculative. ^Esthetic, b Arising out of association -with others. 1) Sympathetic. Social. Religious. VI HERBART 'S PROCESS OF INSTRUCTION. (*DeGarmo,, pt. 1, ch. vi; §DeGarmo; *Felkin, ch. iii; Lang, pt. 2; *Ufer.) 1 The process. a Presentation, or first method. b Analysis, valuable for growing minds. c Synthesis, or highest step in instruction. 2 The method. a Voluntary attention, b Involuntary^ attention. 1) Method employed, c Mental absorption and reflection. d The formal steps of instruction. 1) Clearness. Association. System. Method, 3 Subject matter of instruction and methods of teaching. (Lange and DeGarmo, pt. 3, sect, i.) VII HERBART 'S SUCCESSORS IN GERMANY. (*DeGarmo, pt. 2- JDe- Garmo; fUfer.) 1 The Stoy, or conservative school. a Dr. Karl Volkraar Stoy [1815-1885] . (*DeGarmo, pt. 2, ch. viii.) 1) Application of Herbart's ideas to elementary education, b Dr. Otto Frick [1832-1892]. (Baumeister, I, Pt. 1, 346-350; *DeGarmo, pt. 2, ch. ix.) 1) Application of Herbart's ideas to secondary education. 222 HERB ART. 2 The Ziller school. The extension of Herbart's ideas. a Prof. Tuiskon Ziller [1817-1883]. (*DeGarmo, pt. 2, chs. ii-v; Regener, 209-215.) 1) His interpretation of Herbart's ideas. 2) His theory of culture epochs. 3) His theory of concentration of studies. 4) His work in formulating method. a) The five steps of a recitation,— an elaboration of Her- bart's four formal steps of instruction, b Dr. William Rein [b. 1847-]. (*DeGarmo, pt. 2, ch. vi.) 1) The application of Ziller 's ideas in the practice school. 2) His work at Jena. c Dr. Karl Lange [b 1849-] and the principle of apperception. (*DeGarmo, pt. 2, ch. vii.) 1) Psychology the basis of method. VIII HERBART'S IDEAS IN AMERICA. (*DeGarmo, pt. 3; Syllabus, p. 293.) 1 Personnel of the American movement. 2 The expositions by Charles DeGarmo, and Charles and Frank Mc- Murry. a Fundamentals of method. Conduct of the recitation, b Aim of education, c Relative value of studies, d Apperception, e Interest, f Concentration and correlation. 3 The Herbart Club [Organized in 1892] and its work. a The Year Books. 4 The Society for the Scientific Study of Education [Organized in 1901], 223 HERB ART. IX REFERENCES. 1 Editions of Herbart's Works. Baetholomai, Dr. Fe. Eerhart's Pddagogische Scliriften. {Bihl. Pad. Elass.) EcKOFF, W. J. (Trans.). A B C of Sense-Perception, and Minor Pedagogical Works of Heriart. fFELKiN, H. M. and E. (Trans.)- Eerhart's Science of Education. $Felkin, H. M. and E. (Trans.). Lectures and Letters on Education. *Herbart, Joh. Fe. A Text-book in Psychology. (Trans, by M. K. Smith.) fHERBAET, Joh. Fe. The Application of Psychology to the Science of Education. (Trans, by Mulliner.) ^ Laxge, a. F., and DeGaemo, Chas. Eerhart's Outline of Educational Doctrine. WiLLMAN, De. Otto. Eerhart's Pudagogische Schriften. 2 Vols. 2 Works on the life of Herbart and his system of education. -— ^ Adams, John. The Eerbartian Psychology Applied to Education. .^'^"-DeGaemo. Chas. Eerbart and the Eerbartians. §DeGaemo, Chas. The Herbartian School of Pedagogies; in Educ. Rev., I, 33- 45, 244-252, 453-462. *Felkin, H. M. and E. Introduction to Eerbart's Science and Practice of Edu- cation. """^ La:\G, Ossian H. Outline of Eerbart's Pedagogics. *Ufer, Christian. Introduction to the Pedagogy of Eerbart. (Trans, by J. C. Zinser.) *Vats' Liew, C. C. Life of Eerbart, and Development of his Pedagogical Doc- trines. 3 Works and articles of a general or critical nature. Baumeistee, a. Eandbuch der Erziehungs- und Unterriehtslehre, Vol. I, Pt. 1. +DeGarmo, Chas. Coordination of Studies; in Educ. Rev., IV, 422-437. Encyclopedia Britannica. Article on Herbart. *Harris, W. T. Herbart and Pestalozzi Compared; in Educ. Rev., Y, 417-423. tHarris, W. T. Herbart's Doctrine of Interest; in Educ. Rev., X, 71-80. Laxge, K^tVEL. Apperception. (Edited by DeGarmo.) Natoep, Paul. Eerbart, Pestalozzi und die heutigen Aufgaben der Erziehungs- lehre. Plath, Julius. Schorn's Geschichte der Plidagogik. Regenee, Fe. Skizzen zur Geschichte der Pddagogik. Rein, Wm. Pestalozzi and Herbart; in The Forum, XXI, 34G-360. Schiller, Heemann. Lehrbuch der Geschichte der Padagogik. Tompkins, Aenold. Herbart's Philosophy and his Educational Theory; in Educ. Rev., XVI, 233-241. tlJFER, Christian. The Attitude of Scientific Thought in Germany toward the Doctrines of Herbart; in Educ. Rev., XII, 209-220. 4 For additional bibliography on Herbartian pedagogics see *DeGarmo, *Fe]kin, or Columbia Libr. Catalogue. 224 'FEOEBEL. C Friedrich Wilhelm Froebel [1782-1852]. (Buchner; Dittes, 234-239; Ency. Brit., art. Froebel: fHailmann; fHiighes; Jolionnot, ch. viii; Plath, 352-360.) I EARLY LIFE AND EDUCATION [1782-1816]. (Autobiographij, 3-103 ; *Barnard, 21-49 ; Bowen, ch. i ; Franks, chs. i-iv ; Hansch- mann ; f Lange Ed., I ; Shirreff ; *Snider, bk. i. ) 1 Early boyhood. a Introspection. Interest aroused in many problems. The temple of Nature. 2 Early estranged from his parents. 3 Apprenticed. His desires not consulted. t Experiences at Jena [1801]. 5 Inherited some money and began the study of architecture [1805]. a Gruner's advice. 6 Became a teacher [1805]. a Influence of Pestalozzi. (fHailmann.) b Visited Pestalozzi at Yverdon [1805]. c The results of the visit. His teaching. 7 Became a tutor to three boys [1807]. a Study of nature. 8 Second visit to Pestalozzi [1808-1810]. (fHailmann.) a Saw the great value of music and play. b Debt to Pestalozzi. 9 Studied at Gottingen and Berlin [1811-1812]. 10 Life as a soldier [1813-1814]. a Beginning of his friendsliip with Middendorff and Langenthal. (*Barnard, 131-144.) 11 Became an assistant in a mineralogical museum, in Berlin, [1814]. a Symbolism of the minerals. b Left Berlin [1816] to become a tutor again. II FROEBEL AS A TEACHER AND REFORMER [1816-1852]. {*A2ito- hioghaphy, Letter to Krause and Letter to Barop, 103-138 ; Bowen, ch. ii; Hanschmann; Heinemann; f Lange Ed., I; *Snider, bk. 2.) 1 The "Universal German Educational Institute" opened at Griesheim [1816]. (Franks, ch. v.) Moved to Keilhau [1817]. (Ebers.) a Hard struggle of the community [1817-1822]. b Growth of the school. c The Government inspection of 1824-1825 and the Report. (*Bar- nard, 105-110; Bowen, 29-31 ; Franks, ch. vi; fLange Ed., I.) 225 FROEBEL. 1) Opposition arising from the anti-student-association feeling. d Decline of the Institute. 2 The Education of Man published [1826]. 3 Froebel went to Switzerland [1829]. (Barop, in *Barnard, 97-104; Franks, ch. vii; Heinemann, ch. i; fLange Ed., I, for announce- ments of the schools.) a School opened at Wartensee. b Opposition. Moved to AVillisau [1833]. c Opened an orphanage at Burgdorf [1835]. 1) Saw the need of reforming the nursery. d Returned to Germany [1836]. 1) Importance of the Switzerland work. 4 Opened a school for little children [Anstalt fiir Klemkinderpflegc] at Blankenburg, near Keilhau [1837]. (Franks, ch. viii; Heine- mann, ch. i; Michgelis and Moore; *Snider, bk. 3.) a Efforts to bring the new idea before the public at Dresden [1838- 1839]. (Franks, ch. ix; Shirreff.) b The new school nnmed Ei7iderg art en [1839]. c flutter- und Kose-Lieder ])uh\ifih.ed [1843]. d School given up [1844]. 5 Resolved to address himself henceforth to women. (Franks, ch. x.) a Froebel's Letters on the Kindergarten [1838-1852]. (Heine- mann ; Shirreff . ) 6 Met and secured as disciples Baroness Marenholtz-Biilow and Diester- weg. (*Barnard, 145-158; Franks, ch. xii; Heinemann, ch. v.) a Recollections of Froebel at this period. (*Barnard, 117-124; *Lange, in *Barnard, 69-80; and in Barnard's Jr., XXX, 833-845 ; *Marenholtz-Bulow.) b Training college opened at Liebenstein [1850]. 7 The Prussian decree of August 7, 1850. 8 Froebel retired to Marienthal. Last days. Death [1852]. (Franks, ch. xi; ^Marenholtz-Biilow. ) III THE EDUCATION OF MAN [Die Erziehung der Menschheit, 1826]. (*Barnard, pt. ii; Bowen, chs. iii, v, vi ; Buchner; Franks, Ap. 1; *Hailmann Edition, pt. 1; *Seidel.) 1 The universal law underlying development. (Herford, 1-23 ; *Hughes, ch. iii.) a The object of education. b Development demands freedom and proper conditions. c Self-activity essential to the unfolding of the inborn capacities. (*Hughes, ch. iv.) 27 226 FROEBEL. d Sacredness of the individual. e Continuity in the development of a child's life from the period of earliest infancy. '2 Education should lead a man to:— (*Hailmann Ed., pt. i; Herford, 1-23; fMarenholtz-Biilow, chs. i-iv.) a Clearness concerning himself and his relations to huntanity. (fMarenholtz-Biilow, ch. xi.) 1) Social activity. a) Play a means to an end. b) Gifts; songs; games. b Peace with Nature; harmony with Nature" la^vs. ( f ]\Iarenholtz- BiiloAv, ch. X.) 1) Use of the hand, eye, and ear. (;{;Marenholtz-Biilow.) 2) Inquiry; comparison; spontaneous activity, c Unity with God, (jMarenholtz-Biilow, ch. xii.) 1) Moral practices. 2) Community life the basis of religious feeling. 3 The period of early childhood. (*Hailmann Ed., pt. ii; Herford, 24- 27; fMarenholtz-Biilow, chs. iii, v.) a The child finding himself, b Development of the muscles. Physical education. 1) Play as an educational factor. (*Hughes. ch. v; fMaren- holtz-Biilow, ch. ix; "Wiggin and Smith, 145-176.) c Development of the senses. d Means of arousing the child's self -activity, e Wealth of the child's world, f Beginning of formal instruction through drawing. 4 Boyhood. (*Hailmann Ed., pts. iii, iv; Herford, 48-67; fMarenholtz- Biilow, ch. V.) a Transition from play to work. Formative instincts. Exploring surroundings. Aiding parents. Sense of proprietorship, b Perversion of natural development. Sins against childhood, e Need, aim, and spirit of schools. 5 Chief groups or subjects of instruction. (*Hailmann Ed., pt. v; Her- ford, 68-92; *Hughes, chs. vii, viii ; Wiggin and Smith, III.) a Natural science and mathematics. 1) Study of nature. Excursions. ( f Marenholtz-Biilow, ch. x ; AViggin and Smith, 23-42.) b Form, Symbolism. c Language. Connection with nature and religion, d Art and art objects. Representation of the inner life. (Wiggin and Smith, III, 128-144.) 227 FROEBEL. 6 Unity between family and school. (*Hailmann Ed., pt. vi, A; Her- ford, 93-96.) a The school to supplement, not replace the family. 7 Cultivation of the religious sense. (Bowen, ch. vi; *Hailmann Ed., pt. vi, B; Herford, 71-78; Wiggin and Smith, III, 108-127.) a Awakening of the ideal side of the child's nature. b Good and bad religious training. c Necessity of moral practices [self -activity] in religious instruc- tion, d Object of all religious instruction, 1) Pantheistic idealism. IV THE MOTHER AND NURSERY SONGS [Mutter- und- Kose-Leidcr, 1843]. (*Barnard, 575-594; Bowen, ch. iv; Eliot and Blow; fMarenholtz-Biilow, ch. viii; Wiggin and Smith, 92-107.) 1 Object Froebel had in mind. 2 Nature of the collection. (*Blow; Lord; fSeidel.) 3 Meaning and educational value of the infant games and mother songs. (fBlow; f Snider.) V NATURE OF THE KINDERGARTEN. (*Barnard, 595-616; Buchner; Butler ; Harris ; Heinemann, chs. ii, iii ; fMarenholtz-Biilow, chs, vi, vii ; Michailis and ]Moore ; Smith ; *Snider, bk. 3 ; Wiggin and Smith, III.) 1 Perception, observation, comparison, and judgment as employed in the kindergarten. 2 Doing, expression, and self-activity in the kindergarten. (fBlow.) a Movement and gesture. b Song; rhythmic motion. c Graphic representation ; drawing in color. d Language ; the story. 3 Technique of the kindergarten. a The Gifts. (BoAven. 136-145; :l:Froebel; Kraus-Boelte, I; Wiggin and Smith, I.) 1) Nature and use. b The Occupations. (Bowen, 146-149; §Froebel; Kraus-Boelte, II; Wiggin and Smith. II.) 1) Nature and use. 4 Prominence given to the study of nature. (Wiggin and Smith, III. 23-42.) a School gardens. (§Frocbel. ch. vii.) 228 FROEBEL. 5 Emphasis placed on motor activity and manual instruction. ( JlMaren- holtz-Biilow ; Shaw; Wiggin and Smith, III.) 6 Place of the kindergarten in the school-system. (Wiggin, 187-220.) a The kindergarten proper. b Transition classes. (Bowen, ch. viii; §Froebel, ch. x.) VI EXTENSION OF THE KINDERGARTEN IDEA. (*Barnard, 5-16; Syllabus, pp. 292-293.) 1 In Germany. a Official opposition. b What Payne found in 1374. (Payne, 203-271.) c Present status. 2 In Austria and Italy. 3 In Prance. 4 In England. (Barnard's Jr., II, 449^51.) 5 In the United States. (^Barnard, 10-16, 529, 651, 672; Boone, 332- 337.) a The American Froebel Union. b Services of Miss Peabody, Miss BIoav, Miss Marwedel, and others, c The kindergarten in the city school systems,— St. Louis. (*Bar- nard, 651-653; Harris.) d The charity kindergartens,— Boston, San Francisco. (*Barnard, 665-672.) 229 FROEBEL. YII REFERENCES. 1 Sources on the life of Froebel, and editions of his writings. Bakxakd, and *Baexaed. See 2, below. *Blow, SrSAN E. The Songs and Mvsic of Froehel's Mother Play. Ebers, Geokg. The Story of my Life from Childhood to Manhood. (Trans, by Mary J. Safford.) *rBOEBEL, Fr. Autobiography. (Trans, by E. Michaelis and H. K. Moore. Includes letters to Krause and from Barop. Bardeen Ed.) fFKOEBEL, Fb. Autobiography (Trans, by Lucy Wheelock) ; in Barnard's Jr., XXX, 643-670. ; JFroebei,, Fr. Pedagogics of the Kindergarten. •§Froebel, Fr. Education by Development. *Hailmann, W. X. (Trans.). Froebel's Education of Man. Heinemann, a. H. (Editor). Froebel's Letters. Herfobd, Wm. H. The Student's Froebel. •Lange, Dr. W. Reminiscences of Froebel (abridged) ; in Barnard's Jr., XXX, 833-845. tLAKGE, Dr. W. (Editor). Froebel's gesammelte pddagogische Schriften. 3 Vols. Lord, F. and E. Mother Songs, Games, and Stories. *^L\REXHOLTZ-BuLOW, Baboness. lieminiscences of Fr. Froebel. ]\IiCHAELis, E., and Moore, H. K. Froebel's Letters on the Kindergarten. [1838-1852.] *Seidel, Fr. Froebel's Menschen Erziehung. {Pad. Klass.) tSEiDEL, Fb. Froebel's Mutter- und Kose-Lieder. (Pad. Klass.) 2 Important Secondary Authorities. Babxard, Hexbv. Ainerican Journal of Education, XXX, XXXI. (These volumes contain many articles which were reprinted later in *Barnard. ) *Babnabd, Hexry. Kindergarten and Child Study Papers. ^ fBLOW, Susan E. Symbolic Education. ^ - Bo WEN, H. C. Froebel and Education through Self -Activity. Eliot, H. R,, and Blow, S. E. The Mottoes and Commentaries of Froebel's Mother Play. Encyclopedia Brittanica. Article on Froebel. Franks, Fanny. The Kindergarten System; its Origin and Development as ' seen in the Life of Fr. Froebel. (A trans, and adaptation from Hansch- mann.) Hanschmanx, Alex. B. Friedrich Froebel; die Entirickelung seiner Erzie- • hungsidee in seinem Leben. ^^ — "Hughes, Jas. L. Froebel's Educational Laws. Kraus-Boelte, Maria, and Kbaus, John. The Kindergarten Guide. I, The Gifts; II, The Occupations. i tMAREXHOLTZ-BuLOW, Baboness. The Child and Child Nature. JMarexholtz-Bulow, Baroness. Handivork and Eeadwork; their Relation to one another. '^ Quick, R. H. Essays on Educational Reformers. Shirreff, Emily. A Short Sketch of the Life of Friedrich Froebel. ^ Smith, Nora A. The Kindergarten in a Nutshell. *Sxider, D. J. The Life of Froebel. fS^lDEB, D. J. Froebel's Mother Play Songs; a Commentary. FROEBEL. 230 WiGGiN, Katk DoiGLAS. Chihlrcii'n Jti;/lifs. WiGGiN, Katk Doiglas, and Smith, Xoka A. The Republic of Childhood. I, Frochd's (lifts; 11^, I'rochcl's Ocfiijidtiutis ; III, Kindergarten Principles inid Practices. 3 Short general or critical articles. ■ ' Barjs'ard, Henry. Froebel's System of Jiifant Gardens; in Barnard's Jr., II, 449-451. Boone, R. G. Education in the United States. BuCHNEB, Edw. V. Froebel from a Psychological Standpoint; in Education, XV, 105-113, 169-173. BiTLER, N. M. Some Criticisms of the Kindergarten; in Educ. Rev., XVIII, 285-291. Compayre, G. History of Pedayogy. DiTTES, Fr. Geschichte der Erziehung und des Unterrichtes. tHAiLMANN, W. N. From Pestalozzi to Froebel; in Proc. N. E. A., 1880, 128-137. JHailmann, \V. N. History of Pedagogy. Harris, W. T. Early History of the Kindergarten in St. Louis; in Rep. U. S. Com. Educ, 1890-1897, I, 899-922. tHuGHES, Jas. L. Comparison of the Educational Theories of Froebel and Her- bart; in Proc. N. E. A., 1895, 538-551. JoiiONNOT, Jas. Principles and Practice of Teaching. MuNBOE, Jas. P. The Educational Ideal. Payke, Jos. A Visit to German Schools; in his Lectures on the History of Education. Plath, Juuus. Schorn's Geschichte der Pddagogik. Shaw, Edw. E,. The Employment of the Motor Activities in Teaching; in Pop. Sd. Mo., Vol. L, 5()-G7. Williams, S. G. History of Modern Education. 4 For additional bibliography on Froebel see *Barnard; Bowen, Ap. B; *Froebel; *Lange, 145-152; and Munroe, 244-24t). SUJ^ ,lu^l 1^- ^ ^y. Z72--^?7. XXXVI THE QUESTION OF EDUCATIONAL VALUES. Herbert Spencer's Essays on Education [1861], ( *Compayre, 535-556; fCompayre; Jordan; Leitch, 239-298; Quick, eh. xix.) I WHAT KNOWLEDGE IS OF MOST WORTH. 1 Knowledge for discipline and for use. 2 The relative value of knowledge. a Knowledge for self-preservation, b Knowledge for gaining a livelihood, c Knowledge as to rearing offspring, d Knowledge for citizenship, e Ornamental education. 3 Supreme value of science. II INTELLECTUAL EDUCATION. 1 Criticism of the methods of his time. 2 Statement of principles upon which instruction should be based. a From the simple to the complex. b From the concrete to the abstract. c Should accord with the development of the race. d From empirical to rational. e Self-development fundamental. f Happiness the ultimate test. 3 His theses those for which the reformers for two hundred and fifty years had stood. 4 Subjects of study proposed. Ill MORAL EDUCATION. (Laurie.) 1 Criticism of the brutality of parents and schoolmasters. 2 The system of natural punishments. a Danger of artificial punishments. 3 Great demands made on parents. IV PHYSICAL EDUCATION. 1 The robust animal. 2 Neglect of the body in education. 231 232 HERBERT SPENCER. 3 Diet ; clothing^.£xer-cise ; play. 4 Over-application, V IMPOETANCE OF THE ESSAYS. (Jordan.) 1 As a statement, in forceful English, of the best ideas of the reformers. 2 In starting anew a discussion as to the relative worth of studies, which, though still in gTeat part unsettled, has effected a great change in assigned values, a This question a disagreeable one to English schoolmasters, b The same question in other countries. 1) In Germany. 2) France. 3) America. a) In elementary education. b) In secondary education. 3 Merits and defects of the Essays. VI REFERENCES. *CoMPAYRE, G. History of Pedagogy. tCoMPAYKE, G. Herbert Spencer, et I'education utilitaire. Jordan, D. S. Spencer's Essay on Education; in Cosmopolitan, Vol. XXIX, 266-276. Laurie, S. S. Herbert Spencer's Chapter on Moral Education; in Educ. Rev., IV, 485-491. Leitch, Jas. Practical Educationalists and their Systems. Quick, R. H. Essays on Educational Reformers. Spencer, Herbert. Education; Intellectual, Moral, and Physical. XXXVII THE NINETEENTH CENTURY IN GERMANY. (Davidson, 220-253; Dittes, 250-267; Freytag, see table of contents.) I AFTER FEEDERICK THE GEE AT. (Mrs. Barnes; Russell, 76-81; J. R. Seeley. XL) 1 Inability of his successors to carry out the reforms he had begun. 2 The battles of Jena and Auerstadt [Oct. 14, 1806], and the Treaty of Tilsit [July?, 1807]. 3 The struggle for national freedom. (Adamson, 80-84, 100-104; Francke, ch. ix, pts. 3 and 4; Smith, I, 135-142.) a Work of the leaders :— 1) The Emancipating Edict of Stein [1807]. 2) Reform of the army by Scharnhorst [1807-1814]. 3) Arndt's songs. (Francke, 490-495.) 4) Fichte's Addresses to the German nation. (Adamson, 84-92 ; DeGuimps, 164-166 ; Duproix, pt. 2 ; Farber, 191- 304; Francke, 434-444; Hall; Smith, I, 128-135; Vogt.) 4 The problem before the leaders. a A national school system the best means to the end. b To secure such, required: — 1 ) Centralization ; unification ; subordination. 2) Definite aims and methods of Avork. II THE STEPS IN THE PROCESS. (Mrs. Barnas ; Dittes, 250-267 ; *Paul- sen, II, 276-313: Russell, ch. iv.) 1 William von Humboldt made head of the department of public instruc- tion [1809]. a His learning. b His conception of the possibilities of education. 2 Reforms of Humboldt [1809-1811] and of his successor von Schuck- mann [1811-1818]. (*Barnard, 65-74; Barnard's Jr., XX, 360-370; Baumeister, I, Pt. ], 269-273; J. R. Seeley, II, 424-435.) a In elementary education. (*Fischer, II, ch. iii; Regener, 216- 222.) 1) Introduction of Pestalozzian methods [Zellar]. (DeGuimps, 164-166; -Hall; Pinloche, 289-300; Syllabus, sect XXXV, A.) 233 234 TEE NINETEENTH CENTURY TN GERMANY. '""'^^K b Partial unification of the Gymnasien [1812]. 1) The Lehrplan of 1816. e Examinations for teachers begun [1810]. (Perry, 58-72.) d The University of Berlin founded [1809]. (Adamson, 93-100; *Paulsen, II, bk. 5, ch. iv; f Paulsen, 65-69; Wagner.) 1) Nature of the new institution. (J. R. Seeley, II, 428^35.) 2) The first faculty. e Ministry for Educational Affairs created [1818]. ill SUBSEQUENT DEVELOPMENTS. (Arnold, eh. i; Barnard's Jr., XVII, 435-554, XX, 360^34; Baumeister, I, Pt. 1, 305-357; Nohle, 61-82 ; Regener, 216-222 ; *Rein, VII, 1013-1040 ; L. Seeley, ch. vi.) 1 The period from 1818 to 1840 one of increasing State centralization [Ministry of von Altenstein]. ( Clausnitzer, 48-100; Donalson, lect. i; *Fisclier, II, ch. iv; *Paulsen, II, bk. 5, ch. v; Regener, 216-222; Rep. U. S. Com. Educ, 1893-1894, I, 245-297.) a Great development of elementary schools. 1825 Cabinet order referring to compulsory attendance. 1833 Royal order concerning abolishment of tuition fees. Only par- tially carried out until 1888. 1834 Cabinet order concerning superAU-sion of schools. b Real beginning of city normal schools [Berlin, 1831]. (Russell, 101.) c The new Lehrplan fur Gymnasien of 1837. 2 Further development of the Volkssckule, and of State control of edu- cation. ( Clausnitzer ; Donalson, lect. i ; *Fischer, II, chs. v-x ; Frank; Nohle, 76-82; Regener, 216-222; Rep. U. S. Com. Educ, 1893-1894, I, 245-297.) a Altenstein succeeded by Eichhorn, a narrow bigot [1840]. 1) The conflict between Church and State. 2) Attempt to crush out Pestalozzian ideas. b The revolutions of 1848. 1) The National Assembly [1848] and the new constitution [1848, 1850] asserted the supremacy of the State in edu- cation, e The clerical reaction. 1) The dark period from 1850 to 1872. 2) The three Eegulativcn of 1854 [Muehler]. a) The "cram" method. 28 235 THE NINETEENTH CENTURY IN GERMANY. d Growing demand for a uniform educational system, 1) Bismark recognized the new demands and appointed Falk as Minister [January, 1872]. a) The supremacy of the State in education asserted. b) The new Regulations of October 15, 1872. (Nohle, 79- 82 ; Sonnenschein ; the part for elementary schools, in full, Twentyman ; the part for training schools, in full, Perry, 94-96, 194-213.) 2) Minor changes since 1872. 1875 Vaccination law. 1882 and 1885 Laws regulating pensions for teachers and their ^^'idows and orphans. 1888 Final abolition of tuition fees undertaken. 3) Agitation for a modification of the plan of instruction. 4) The Elementary Education Bill of 1893. (Butler, digest of bill.) The Progress of Elementary Education in Prussia. Reduction in the Percentage of Illiteracy among Prussian Army Recruits. (From Sep. U. S. Com. Edur., 1899-1900, I, 782.) Number Years. of Illiterates. Ratio of Recruits Illiteracy. Drawn. Per cent. 1861-65 63,032 3,480 5.52 l'^66-67 99,716 3,800 3.81 1867-68 88,607 3,295 3.72 1868-69, 80,601 3,182 3.94 1869-70 80,028 2,703 3.37 1870-71 90,899 2,083 2.29 1871-72 .... 88,382 3,019 3.42 1872-73 .... 85,294 3,907 4.58 1873-74 83,331 3,324 3.98 1874-75 85,779 3,172 3.70 1875-76 85,507 2,749 3.21 1.S76-77 84,695 2..')06 2.96 l,s77-78 86,177 2,140 2.48 1878-79 86,489 2,265 2.62 1879- -80 .... 81,915 1,9.51 2.30 ISSO-Sl 91.638 2,172 2.37 1.SS1-S2 91,233 2,169 2.38 ],ssj-S3 90.675 1,848 2.04 1SS3-.S1 89,919 1,827 2.03 1SH1-,S5 91.734 1,749 1.91 lSS,T-86 91,928 1,.579 1.72 1.SS6-S7 101,456 1,160 1 14 1SS7-88 108,462 1,156 1.07 l,S8.S-89. 103,582 992 .96 l,SS9-90 102,990 825 .80 1.S90-91 117,194 985 .84 ].S'.H-'.)2 111,516 784 .70 I.s'.Kj-'.i:; 113,118 680 .60 1893-91 152,457 569 .47 1S94-95 155,358 511 .33 ls<)r)-y6 . 151,468 346 .22 1896-97 151,657 2.50 M 1897-98 151,832 170 .11 Percentage of the Total Popu- lation enrolled in the Public Elementary Schools.' (From a table in £ep. U. S. Com. Educ, 1898-1899, I, p. 152.) Per cent. 1822 12.2 1825 12.9 1828 14.8 1831 14.7 1834 15.6 1837 15.4 1840 14.9 1843 1.5.0 1846 15.1 1849 15.2 1852 15.2 1855 15.2 1858 15.3 1861 15.0 1864 14.7 1,867 15.4 1871 15.8 1878 15.8 1882 15.7 1886 16.9 1891 16.4 1895 17.0 'To the recent figures about 2 per cent, should be added for pupils in private schools or re- ceiving private instruction, and 1 per cent, for pupils in second- ary schools. 236 THE ^'IXETEEXTH CEXTIRY IN GERIIAXY. The Decrease in Illiteracy in Prussia, by Provinces. (From Rep. U. S. Com. Educ, 1899-1900, I, p. 781.) Provinces. East Prussia West Prussia.. Brandenburg Pomerania Posen Silesia Saxony Westphalia Rhenish Prussia. Hohenzollern. .. 1841. 1864-65. 1881. : Per emit. ■■ I 15.33 1894-95. 2.47 1.2:1 41.00 9.22 1.19 2.14 7.06 Per cent. 16..M .96 1.47 16.90 3.78 .49 1.03 1.13 .00 Percent. ! Percent. 7.05 8.79 .32 .43 9.97 2.33 .28 .60 .23 .00 The State. 5.52 2.38 0.99 1.23 .06 .12 .98 .43 .09 .02 .05 .00 .33 e Great influence on German elementary education of the ideas of Pestalozzi, Herbart, and their disciples, especially: — (David- son, 220-253; Diesterweg.) 1) Christian AVilhelm Harnisch [1787-1864]. (Bartels.) 2) Adolph Diesterweg [1790-1866]. (Cassell; fFischer; Krause; Riehter; Rudolph; fSalhviirk, I, 3-121; Wacker, i-lii; AA^ilke.) 3) Stoy, Ziller, and Rem. (Syllabus, pp. 221-222.) 3 The struggle of the Eealschulen for recognition. (Baumeister, I, Pt. 1, 317-326, 338-341; Eucken; Xohle, 69-76; *Paulsen, II, bk. 6. ch. V; Russell, ch. XX ; Thier- gen.) a The classification of 1859. b The revision and regulations of 1872. e The Bealgymnasien and the Oherrealschulen of 1882. 4 The Berlin School Conference of December, 1890. (Baumeister, I, Pt. 1, 350-357; Hornemann; fRein; Wood.) a The preceding agitation. (Bolton, ch. iii ; Rep. U. S. Com. Educ, 1889-1890,1,335-343.) b The address of the Emperor. (Rep. U. S. Com. Educ, 1889-1890, I, 359-363.) c The debate in the Conference. (Rep. U. S. Com. Educ, 1889-1890, I, 363-398.) d The revised Gymnasial Programs of 1892. (Bolton, ch. iv; Russell, ch. vi.) 5 The Berlin School Conference of 19U0 and its results. (Educ. Rev., XXIII, 103-105.) a The present status of the Cj[uestion. (Kaemmel; Thiergen.) 6 University history. (Syllabus, sect. XX.) a Effect of the founding of the University of Berlin [1809]. (Adamson, 93-100; Wagner.) b Work of the German Universities during the 19th century. (fBarnard; Conrad; Dreyf us-Brisac ; Nohle, 62-63; fPaulsen, 65-88 ; Perry ; Rep. U. S. Com. Educ, 1891-1892, I, 247-368 ; 1898-1899, I, 228-236.) 237 TEE NINETEENTH CENTURY IN GERMANY. IV PRESENT STATUS OF THE GERMAN [PRUSSIAN] SCHOOL SYS- TEM. (Dawson, eh. vi; Kirchner; Klemm; Parsons; *Prince; Reps. U. S. Com. Educ, see list of articles ; Russell, ch. vi ; *Sall- wiirk; Stotzner; Ware, ch. iv.) 1 Kindergartens. (L. Seeley, ch. xxxiv.) 2 The common school. [Volkssclnde, MiitelscJiule^ Vorschule.] (Kan- itzsch; Parsons; Perry, 1-35; L. Seeley, ch. xiii; Stotzner.) 3 Continuation schools. (*Dale; Rep. U. S. Com. Educ, 1899-1900, I, p. 770 for statistics.) a General continuation schools. b Industrial continuation schools. (L. Seeley, ch. xxxiii.) c Trade schools. d Commercial schools. (Heinig.) e Agricultural schools. 4 The higher classical school [Gynutasinhi]. (Beier; Bolton, ch. iv; Bruncken; Goodwin; Rep. U. S. Com. Educ, 1899-1900, I, p. 771 for statistics as to all higher schools ; Russell, 120-126 ; Stotzner. ) a The Progymnasium. 5 The Latin-Scientific higher school [Realgymnasium] . (Beier; Bolton; Russell, 126-127.) a The Bealprogymnasium. 6 The non-classical higher school [Bealschule, Burgherscliulc]. (Beier; Bolton, ch. iv; Russell, 127-128; *Sadler.) a The Oherrealschule. (Beier; fSadler.) 7 The advanced girls' school [Hohere Mciclch ens chide]. (Beier; Bolton, ch.v; Russell, 129-132.) 8 Private schools ; church schools. 9 Universities. (Conrad; Hart; f Paulsen, chs. iii-vi; Perry.) 10 Interrelation of the schools. a The Altonaer and Frankfort plans. (Russell, 136-137; Viereck.) 11 Coeducation; education of girls. (Russell, 129-134; L. Seeley, ch. xxxii.) 12 Normal Schools; training of teachers. (Bolton, ch. ii; Parsons; Perry, 58-72, 94-96, 194-213; fPrince; Russell, chs. xviii, xix; L. Seeley, chs. xx-xxiii; Stotzner.) V ad:mtnistration of the Prussian school system. (Bol- ton, ch. i; Parsons; *Prince; Russell, ch. v.) 1 Tlie ^Minister for Religious, Educational, and Medicinal Affairs [Minister der Gcistlichen, Uiiterrichts- und Medic inal-Angeleg en- heiten]. (L. Seeley, ch. vii.) a The Assistants for Education [Direkioren]. h School laws and regulations. THE MSETEEyrU CE\TH!) I .\ (lEirUAyY. 238 The German system of education as exemplified in Prussia Elementory Infant »chools In wh.cb ch.ldren ur two yeors of age ar cctred for during the doy For ch.ldren of the lo- borin^ clossea till four y ' Q continu Shading shows Compylsory period I 6-IZ no exemptions 12-14 SIX hours doily employnnent M-18 opt lonol with munlcipol au thori tes Middle schools f oge of the preceding The course of study m middle schools • ua'ly terminates ot i4 but sometimes ont -lues to 17 Technical ond professional schools Continuation schools idu>strial school s Trade schools Womens ormol Pracliice as trial' candidates G-overneeses normal Tr itionol ii IS a la la ia n u u a a ^ Girls middle schools Secondary but not officioHy recoqnited Girls higher schools The government re-' fused to grant the girls gymnasiurn ot Breslao the privilege possessed by gymnasia for boys, vii, the certificote odmittmg to the universities, the minister of public instruction saying in 1896 that the government intended university study for women to be the except lOn , not the rule The course vones widely ond is not yet successfully established Teachers seminaries m Berlin ond Gottmgen Gymnasia Teochers doss Secondory U2 li 1£ Superior ^ ^ ij__ia 2 5 ?fi Full clossicol leoding to all faculties of the university r Lotin^no Greek, leod ing to notorol science modern language ond mathematics of the phi losophicol faculty I in ijs. Yl ' Y 'Erillb'lIIo :IIblIIa jib lla No Latinor Greek leading to natural science and mathemat- ics of the philosophicol Vorschulen the spec- ial prepar- atory class or the ordi nary peoples schools Gvrnna&ia' Real- gynnnosia ' Higher real-schools ' Progymnasici Real-progymnas.a Real - schools focuUy Odmits to the next doss in the gymnasiurn real- gymno Slum hioher reol-school Minimum course fora degree Teochers seminaries connected with schools, gymnasia and universities Chemnitt technical school Saxony Dentistry Faculties of the university Philosophy theology, I c^ w rr^ed ic i ne Phi losophy Theology Low Medicine Veteri nary medicine Pharmacy Secondary dust rial Poly technica ( Kcprodiued liy pennission of the aiitlior from julvanceil sheets of r but a short general article. Barnes, Mrs. M. S. The Intellectual Leadership of Germany in the 19th Cen- tury; in Studies in Edueation, edited by Earl Barnes, pt. X, 380-31)0. Davidson, Tiios. Hislonj of Education. Kic'KEX, R. Der Kanipf uin das (lymiiasium. Fkancke, Kixo. Historif of (Urnian Literature. {Social Forces.) Frank. Ferd. Die Osterreichische Yolksschule vom 18.'iS-lS98. IvECiENER, Fk. Skizzen zur deschichte der Padagogik. Seeley, Levi. The Voninwn- School System of Germany. 4 Sources and Secondary Authorities (including School Codes) relating to the recent history or present status of the German school system. Arnold, ^Iattiiew. Higher Schools and Universities in Germany. fHARNWRD, Henry. K. von Raumer's History of the German Universities. J?KiKR, Adolf. Die hoheren Schulcn in Rreuszen und ihre Lehrer. Bolton, Fred. E. Secondary School System of Germany. BRiNt'KEN, Ernest. The German Gymnasium; in Educ. Rev., XXI, 163-173. Butler, X. :M. The Prussian Elementary Education Bill of 1893; in Educ. Rev., Ill, 355-359. *Dale, F. H. The Continuation Schools in Sa.xony: in English Educ. Dept. Special Reports, I, 481-511. fDAi.E, F. H. Tendencies in tiie liducational SysttMu of Germany; in English Educ. Dept. Special I'ciiarts, III, ch. vi. Daw.son. Wm. H. Germiin l.iji in Toirn and Country. Goodwin, Edw. J. llesult.s in the Prussian Gymnasium: in Sch. Rev., Vll, 540-548. Hart. Jas. M. German Unircrsitics. Heinig, Albert. Connnercial Education in Germany and England; in Seh. Rev., X, 124-137. HoRNK.MANN, V. Die Berliner Deziiiihrrkonfercnz und die Schulreform. Kaemiiel, Otto. Der Kampf um das humanistsche Gymnasium. Kanitzsch, H. Der Unterricht in der Yolksschule. Kerc'HOVE d'E.kaerde, Henri de. De Venseignement ohligatoire en Allcmagne. Kirciiner, Fr. Contemporary Educational Thought in Prussia [1891]; in Educ. Rer., I, 474-483. Kle.mm, L. K. European Schools. 1'arsons. Jas. R. Prussian Schools Through American Eyes. tPAiLhJEN, Fr. The German Universities. 242 THE NINETEENTH CENTURY IN GERMANY. Perry, Chas. C. Reports on German Elementary Schools and Training Colleges. PoGGE, Herr. Die ncuen preuszischen Volksschulgesetze: zusammengestellt und erlantcrt. *Prince, John T. Methods of Instruction and Organization of the Schools of Germany. fPRiNCE, John T. Impressions from German Schools: in Ediic. Rev., II, 231-237. tREiN, W. xim Ende der Schidreform? Reps. U. S. Com. Educ. Reports of U. S. Commissioner of Education, Vol. I of each year, as follows: Title of the article. Comparison of the schools of Germany, France, and the United States; good diagrams; courses of study graphically represented Middle and intermediate schools of Prussia The schools of the Kingdom of Saxony; economic develop- ment of Saxony, and educational progress Higher schools of Prussia; the agitation for reform; the Berlin Conference of December, 1890; the Emperor's address and the proceedings in full; subsequent pro- ceedings Brief Aiew of the schools of Austro-Hungary Brief statement of the school system of Prussia Training of teachers in Germany, Austria and Switzer- land; the Swiss school system German Universities — -history and present status The schools of Bavaria Results of Prussian common-school statistics discussed; common-school teachers of Prussia Development of the common-school system of Berlin The new education in Germany; is German pedagogy in a state of decomposition; supplementary and indus- trial schools of Germany; rural and ungraded schools of Germany; comparative review of courses of in- struction in sixteen German cities; normal schools of Switzerland; national features of female educa- tion; education in the Grand Duchy of Luxemburg. . Public industrial education in Berlin; salaries of ele- mentary teachers in Germany and Austria Educational thought in Central Europe: Special schools for defectives; school savings banks; attendance at boys' high schools in Prussia; manual training in Ger- many ; statistics History of the German School System (See Xohle) Progress of elementary schools in Prussia, 1886-1890.. . . School attendance and compulsory education in Europe.. Preparation of normal-school teachers in Prussia; Fed- eral aid for elementary schools in Switzerland; his- tory of secondary schools in Hungary; seventy years of attendance at the German luiiversities Educational thought in Central Europe: Statistics; scliools of Berlin; expenditures for education; medi- cal inspection; secondary education; defectives; in- dustrial and commercial schools of Hungary; cor- poral punisliment in Prussia; Baroness von Biilow and kindergartens Report. Pages. 1888-1889 1889-1890 32-77 281-292 1889-1890 299-312 1889-1890 1889-1890 1889-1890 314-407 419-4.54 455-464 1891-1892 1891-1892 1892-1893 139-196 247-368 323-336 1893-1894 , 1893-1894 20G-244 24.)-297 1894-1895 1895-1896 1896-1897 1897-1898 1898-1899 1898-1899 1898-1899 1899-1900 322-485 138-164 126-206 3-82 125-147 147-104 201-203 721-894 TUK SiyETEESTIl CESTUI IS O/^/M/lM. Ri ssELL, Jas. E. German lUghcv fchooh. *Sai.ler, M. E. The Rcalsehulen in Berlin; in Enylish Educ. Dcpt. hpccuil he- ports, I, 375-434. _ . tSAULEK, M. E. The 01.enealschul..u vi Prussia; in En.jlish Edue. Dept. t^pccut Reports, I, 435-4li!.». ■ ^, „ *Sallwukk, E. von. Contemporary Educational Thou^^ht in Germany; in Educ. Rev., V, 313-324. SoNNENSCHEiN, A. Educaiiomtl Codes of Foreiyn Countries. Stotzner, Dr. Paul. Das offentliche Unterrkhtsuesen Deutschlands m der Gegenicart. TiiiERGEN, Oscar. The Struggle for Equality of Rights between the German Gymnasium and the Realgymnasium; in Sch. Rev., X, 243-248. TvvKNTYMAX, A. E. (Traus.). The Prussian Elementary School Code; in English Educ. Dept. Special Reports, I, 470-480. ViERECK, L. Reform of Secondary Education in Germany; in Educ. Rev., XX, 170-183. Ware, Fabian. Educational Foundations of Trade and Industry. Wood' Henry. The Results of the Prussian Commission [1890] on School Re- ' form; in Educ. Rev., I, 273-270. 5 For additional bibliography .see the last page of each chapter in Russell, and the Library Catalogue of Columbia University. XXXVIII EDUCATION IN FRANCE IN THE NINETEENTH CENTURY. (Barnard's Jr., XX, 217-332; """Compayre, cli. xxi ; JCompayre, II, bk. vii; Fayet; Ville de Paris, ch. i.) I UNDER THE CONSULATE AND THE FIRST EMPIRE [1799-1814]. (Arnold ch. v; Liard, II, 1-124; *Teegan, ch. ii.) 1 The School-Inquiry of 1801. a The lack of provision for education reported. 2 Napoleon's Law of May 1, 1802, organizing instruction in the State and providing for: — (Beauchamp, I, 81-87; for debate on see Beauchamp, I, 63-81; Greard, I; Liard, I, 1-64.) a Re-enactment of the provisions of the law of 1795 regarding prim- ary education. (Syllabus, p. 198.) b Reorganization of secondary education. (Barnard's Jr., XX, 293-322.) 1) Formation of the Lycees. a) Nature of these. b) For whom intended. c) Subjects taught. (ffMin. Publ. Instr., 412-416.) d) Number and attendance. Year 1809 1811 1813 1829 1847 1866 Lycees 35 36 36 36 54 74 Pupils 9,068 10,926 14,492 15,087 23,207 34,442 Free pupils 4,199 4,008 3,500 1,600 (Table compiled from statements made in Barnard, and Rep. U. S. Com. Educ.) 2) Secondary schools [Communal Colleges]. a) Difference between these and the Lycees in instruction given and in the manner of support. b) Number and attendance. Year 1809 1815 1830 1849 1855 1866 Colleges 273 323 332 306 244 251^ Pupils 18,507 19,320 27,308 31,706 32,500 33,038 (Table compiled from the same sources as the preceding. 'Between 1850 and 1866 eighteen communal colleges were changed into Lycees. 244 245 THE NINETEENTH CEMURY IN FRANCE. c The special schools for higher education, medical education, and certain teclinical institutions. (Barnard's Jr., XXI, 401- 606 ; Beauehamp, I, 93-109.) 3 The University of France created by the Law of May 10, 1806; organ- ized in 1808. (Beauehamp, I, 156, 171-201; Greard, I; Grimaud, pt. 2, ch. i; *Teegan, ch. vii.) a Nature of the new imperial university. (;I:;]:Min. Publ. Instr., 13- 15, 51-55.) b Branches, c Supervisory powers. d The old universities changed to groups of faculties. 1) Chief Avork the conferring of degrees. a) Paris the one exception. 2) Practically no change until after 1875. e Subsequent history of the University. (§Min. Publ. Instr.,' 15-50.) 1815 Grand Master and Council replaced by a Commissioner of Public Instruction. 1824 Became a Ministerial Department. 1833 Special budget suppressed. 1850 Property annexed by the State. (§Min. Publ. Instr., 22-30.) 4 The University and primary education. (Barnard's Jr., IX, 381-390; XI, 254-260 ; XX, 255-261. ) a Condition of elementary education in 1808 compared with 1801. b Subjects and nature of instruction prescribed, c Classes in the higher schools for the training of primary masters, d The Brethren of the Christian Schools especially favored. 5 The Superior Normal School of France re-established [1808]. a Its history. (Barnard's Jr., XX, 239-244 ; Buisson, Pt. 1, tome II, 2058-2073; Ecole normale, 210-251; Greard, I; Jacoulet, 375-393.) b Under the Restoration twelve additional normal schools were established. II UNDER THE RESTORATION [1814-1830]. (Arnold, ch. vi; Grimaud, pt. 3; Liard, II, bk. iv; *Min. Publ. Instr., 1-5; fMin. Publ. Instr., 10-15; *Teegan, ch. iii.) 1 The Ordinance of 1816, a forerunner of the Law of 1833, (Barnard's Jr., IX, 381-390; Buisson, Pt. 1, tome II, 1681-1682; Greard, I.) 246 THE MXETEEXTH CEXTURY IN FRANCE. a Small treasury grant, about $10,000 yearly, for school books, model-schools, and deserving teachers. 1) This sum doubled in 1829. b Cantonal committees, c Certificates on examination. 2 The Church again obtained control of elementary education. (X, eh. ii.) a The Brethren of the Christian Schools asserted their independence, b Commission of Public Instruction decided that the Brethren should be certificated on presentation of their letter of obedience [1818]. c Cantonal committees remodeled so as to give the bishops and other clergy entire control of Catholic primary schools [1824]. d Other teaching congregations authorized [1821-1826]. e Bad results following Church control. 3 Status of elementary education at the close of this period. a Communal schools thus far established. 1) Character of the schools, school-houses, teachers, and in- struction, b Guizot's examination into the condition of elementary education in 1833. 1) The conditions revealed. 4 Lycees and Communal Colleges practically unchanged during this period. a Lycees known as Royal Colleges [1815-18481. b Annual subsidy of 812,000 fr. granted by the State to the Lycees [1817] . By 1847 this had increased to 1,500,000 fr. Ill UNDER THE MONARCHY OF JULY [1830-1848]. (Arnold, ch. vii Barnard's Jr., IX, 381-390; *Compayre, ch. xxi; Grimaud, pt. 4 Liard, II, bk. v; *Min. Publ. Instr., 5-8; fMin. Publ. Instr., 15-25 *Teegan, ch. iv.) 1 The new monarch.y supported by the leading thinkers of the time. 2 The problem of providing a real system of popular education at once received attention. a Ecclesiastical control of communal committees overthrown [1830]. b p]xemptions from examinations for the teacher's certificate abol- ished [1831]. c Thirty new lu i-mal schools created [1831-1833]. (Jacoulet, 393- 414.) d Treasury grant for primary education increased. e The Law of June 28, 1833. (See below.) 247 TEE yiXETEEXTH CEXTIRY IX ERAXCE. f First State grant for infant schools [1840]. Growth of infant schools. [Salles cVasile to 1881; Ecoles matemeUc since 1881.] (Matrat; *Min. Publ. Instr., 199-208, for history of the schools; Ville de Paris, ch. ii.) Year 1827 1837 1840 1843 1846 1850 18G3 1897 Schools 1 251 555 1,489 1,861 1,735 3,308 5,683 (Compiled from statements in Arnold, and a table in *]\lin. Publ. Instr., 235. ) g Continuation classes for adults authorized [1836]. [First begun in Paris in 1820; made a part of the public school system in 1867.] Year 1837 1840 1843 1848 Classes 1,856 3,403 6,434 6,877 Adults enrolled 36,965 95,064 115,164 (Compiled from statements in Arnold and in Barnard's Jr.) IV THE LAW OF 1833. 1 This law the foundation of the French national system of education. a The law in full. (Arnold, 243-253 : Buisson, Pt. 1, tome II, 1684- 1686; Greard, II.) 2 Nature of the ncAV law. (Arnold, ch. viii ; Barnard's Jr., XI, 244, 253 ; same art. in XX, 244, 253 ; *Compayre, ch. xxi ; Grimaud, 240- 247; *Musee Ped., 1-16.) a Recommendation changed to obligation. b Nature of the schools provided for. 1) The elementary, or lower primary. 2) The superior, or advanced primary. [Middle schools; -primaire superieur. ] a) For what class needed. b) These made little progress until 1878, when State aid was given. (For history of, see Morant, 337-367; and *Musee Ped., No. 16, pp. 6-23.) 3) Freedom in religious instruction guaranteed. c Every Connnuue to have its own or a joint-communal school. 1) Tuition fees: admission of indigents. d Private schools, having a certificated teacher, free to compete with the State Schools. e Support of schools. 1) Communal maintenance, a) Taxes. Tuition fees. 24:8 TEE yiyETEEMH CEMl BY IX FBAyCE. 2) Departineiit assistance. 3) Xatioual Treas\iiy assistance. f Teachers. 1) Home. Salary. Fees. Pensions. 2) Certificates compulsory. g Supervision of the schools. 1) The Communal Committee. 2) The District [Arrondissemoit] Committee. 3) State School Inspect oi-s. 3 The provisions of the law in part extended to girls" schools [1S36]. Y RESISTS OF THE LAAY OF 1S33. (.Bache: Barnard's Jr.. IX, 3S1- 390; Petit, 7-19.^ 1 Increase in schools, pupils enrolled, and expenditure for elementary education. 2 The work of Guizot as ^linister of Public Instruction. (Barnard's Jr., XI. 254-2S1: XX. 253-280.) a His efforts to create favorable public opinion, b His circular to the teachers of France. (Barnard's Jr.. XI. 279- 281; XX. 27^^280: fMusee Ped., No. 33, pp. 17-23.) c His great work in behalf of elementaiy education. YI UNDER THE REPL^LIC [1848-1852] ANT) THE SECONT) EMPIRE [1852-1870]. (Barnard's Jr., XX, 281-292: Constant for laws and decrees: Grimaud, 377— i38; Liard, II, bks. vi, vii: *]Min. Publ. Instr.. 9-15: Olin. Publ. Instr.. 25-28: *Teegan, ch. v.) 1 Primary education. a The Sub-commission on Primary Education of 1848 and its Re- port. 1) Opposition to State primaiy schools. 2) Religious instruction favored. b The Law of :March 15. 1850. and the decrees of 1852 and 1854. (Buisson. Pt. 1, tome II. 1687-1697; Greard, II, 1st Ed.; Grimaud. 385-438.) 1) Changes in the Law of 1833. a) Communal control. 2) "Liberty of instruction" made stiU broader. a) Number of primary- schools controlled societies. ( Arnold. ) Year 1S50 Schools 6.464 by r( ?ligious 1S62 1864 10,862 11,391 249 THE NINETEENTH CENTURY IN FRANCE. 3) Way opened for the competition and opposition of private establish- ments. 4) Free instruction proposed but re- jected [1850, 1863]. a) Free instruction for indigents made easier to obtain. b) Percentage who received free tuition. ( Barnard. ) Year ISoO 1852 1864 In Communal Schools So';', 40% 38% In Religious Schools 56% 2 Great encouragement of adult schools [1863- 1868]. (Collignon: *Musee Ped., No. 16, pp. 6-23.) a Incorporated into the State school system [1867]. b State grants for adult schools. Year 1867. 1868. Grant 160,000 f r. 500,000 fr. 3 Reorganization of the normal school system. (Buisson, Pt. 1. tome II, 2058-2073; Jacoulet, 414-426.) a Objections and antagonisms, b "Pupil teacher" system introduced, c Emphasis placed on science and agricul- ture. 4 Secondary education. a Development of the Lycees and Communal Colleges since 1802. (Barnard's Jr., XX, 293-322; ffMin. Pul)]. Instr., 1887, 412^16.) 1) First State grant to Communal Col- leges [1845]. h Tlie struggle between the sciences and the humanities. The Progress of Primary Eduea France, as shown by the reductior percentage of Illiteracy among arc scripts, and among persons signi marriage records. (Calculated 1 chart given in Stntistkjuc de /'cn.sv primairc, VI, 1896-1897, p. clxvii. ) Years. Army Marriage R( Conscripts, Men. W 1790 ... bS.O^ 1827.... bSM 1828.... .54.7 1829 ... .53 5 1833.... 47.S ' 18:M ... 47.5 1835 ... 46.5 1836 ... 45.3 1837... 44.8 1838 ... 42.8 1839 ... 42.7 1840 ... 42.8 1841 ... 41.7 1 1842 ... 41.3 1843 ... 40.0 1844 ... 39.0 184.T.... 37.8 1846 ... 36.8 1847 ... 35.8 1S48 ... 35 8 1849 ... .36.0 ! 18.')0 ... 35.7 1 1851... 35.0 1 1852 ... 34.5 18o3 ... 34.0 1854 ... 33.7 8I.O5J 18.55 ... .33.7 32.0 1856 ... 32.8 31.3 1857.... 31.7 31.0 1858.... 31.5 31.0 1859 30.3 30.7 1860 .. 30.0 30.4 1861 ... 29.1 29.4 1862 .. 28.2 28.5 1863 ... 27.3 27.8 1864... 25.8 27 7 1865.... 24.4 27.5 1866 .. 23.0 25.9 1867 .... 20.8 24.3 1868 .... 19.8 24.0 1869 ... 24.5 1870... 26.8 1871.... 19.7 26.3 1872 ... 19.1 22.8 1873 ... 18.0 21.8 1874.... 16.5 21.3 1875 ... 16.0 20 1876 .. 16.4 19.0 1877 .. 15.0 18 5 1878 ... 15.2 17.0 1879 ... 14.9 16 7 1880 ... "14.4 16.1 1881 .. 14.0 15.7 1882 . . . 13.2 14.8 1883.... 12.5 14.5 1884 ... 11.8 14.0 1885 ... 11.5 13.0 18S(i .... 10.3 12.0 1887 ... 10.2 11.0 1888 ... 9.8 10.8 1889 ... 8.7 9.3 1890 ... 7.S 8.7 1891 ... 7.7 8.9 1,892 ... 6.9 89 1893 ... 6.0 7.9 1894 .. .5.9 7.0 1895 ... .5.8 6.3 1896 ... 5.3 5.8 1897 .. 5.1 1898 ... 1899... 1900 ... 250 TEE NIXETEEXTH CENTURY IN FRANCE. 1) Dnniy's Decree of 1865, establishing- a special course, co- ordinated M'ith the primary schools. 2) Durny's baccalaureate in science. VII UNDER THE THIRD REPUBLIC [SINCE 1870]. (For Laws, see Bnisson, Pt. 1, tome II, 1697-1706, 3030-3038. Also see articles Decrets and Circulaires in Bnisson, Pt. 1, tome I. Also see Constant for laws and decrees [1850-1890]. Also Duruy; Grim- aud, periods 5 and 6 ; Liard, II, bk. viii ; Marion ; *Min. Publ. Instr., 15-45, 199-232; fMin. Publ. Instr., 28-45; Pecault; Ville de Paris, ch. iv, pts. 1-2.) 1 Various plans for nationalizing education discussed [1871-1875]. 2 Primary liducation. (Carrive for all laws, decrees, and circulars from 1874-1889 : *Martel ; *Teegan. ch. vi.) 1878 State aid granted to superior primary schools. These increased from forty in 1878 to two hundred twenty-six in 1887. 1878-1888 Advances to the Communes [$105,517,290], resulting in the erec- tion or repair of more than twenty thousand schoolhouses. (Petit.) 1879 Normal schools for women provided in every Department. (Beaussire, 297-312: Jacoulet, 426-434: Martin.) 1880 Organization of manual and higher technical instruction schools. [Law of Dec. 11.] (fMartel: Morant, 337-367: digest of the Uxw in Rep. U. S. Com. Educ, 1897-1898, I, 709-712.) 1881 Primary instruction made free. [Law of June 10.] Superior primary included as a part of the State's free system. All teachers required to hold a State certificate. (Beaussire, 312-325; Benoit-Levy et Bocande, 85-135; fC-cmpi^yie, pt. 2, ch. ii ; Grimaud, 569-585.) 1881—1887 Maternal scliools and infant schools incorporated into the State system. ( '■Min. Publ. Instr., 215-232.) 1882 Primary instruction made compulsory. [Law of Mch. 28.] (Beaussire, 325-344; Benoit-Levy et Bocande, 11-84; fCompayre, pt. 2, ch. i; Dreyfus-Brisac. ) 1884 Every community authorized to establish classes for adults, the State paying half the expense. (Rep. U. S. Com. Educ, 1894-1895, I, 298-303.) 1885 Proportions of State aid to communal schools fixed. [Law of June 20.] (Petit. 30-44.) 1886 After 1891 all primary teachers to be lay teachers. [Law of Oct. 30.] First complete State organization of higher primary schools and courses. (Digest of law. Rep. U. S. Com. Educ, 1885-1886, p. 739-740.) 1889 Salaries of teachers determined [Law of July 19] ; increased in 1893. (Carrive, 635-649; *Min. Publ. Instr.) 1892 Creation of evoles pratiques dc coinnicrcc et (rindustrie. 1893 Re-classification and new regulations for higher primary schools. Great increase in practical and technical instruction. 251 THE yiXETEEXTH CEXTURY IN FRAXCE. 1895 Congress held to consider the improvement of adult instruction. Great improvement in these schools since 1895. (Rep. U. S. Com. Edu., 1894-1895, 1, 298-303; 1898-1899, I, 1103-1106.) Year 1894-95 1895-96 1S9G-97 1897-98 Students 8,288 15,778 24,528 30,368 1900 Congress on Primary Education. (Rep. U. S. Com. Educ, 1899-1900, II, 17J29-1732.) Table showing the percentages contributed by the Commmies, Departments, and the State toward the support of Primary Education. (Compiled from Parsons, pp. 16-17, and Rep. U. 8. Com. Educ, 1899-1900, II, p. 1721.) Proportion Contributed by the State. ; Departments. Communes. 1867 1877 1881-S2 1886-87 1891-92 1896-97 15. 30?^ 24 60 6G.2.5 48.80 67.60 67.02 16,605« 18.00 13.22 10..50 68.10% .57.40 20..5:^ 40 90 32.40 32.98 3 Secondary Education. (Dnruy, 199-252.) 1880 Law creating Lycees and colleges for Avomen adopted. Repeal of the Duruy Special Course Decree of 1865. Agitation for reform along the line of greater flexibility. 1896 Congress of Secondary Professors inaugurated. 1899 Report of the Ribot Commission on Secondary Education. (Rep. U. S. Com. Educ, 1898-1899, I, 1107-1138.) The Sources of Support of Secondary Schools. (From tables in Statistique dc renscic/nement secondaire, 1876, p. cix, 1887, p. cv.) Year. Total Expense. State. Depts. Communes. Families. 1876 . . 75,022,784fr. 04c. 7.0% 0.6% 5.6% 86.8% 1887 ..74,459,246fr. 74c. 18.6% 0.9% 8.5% 74.0% 4 Reorganization of the Universities. (For laws and decrees see Beau- champ, III, IV, V; Duruy, 253-300; §Min. Publ. Instr.; Rep. U. S. Com. Educ, 1891-1892, I, 76-92; 1896-1897, I, 33-38; 1899- 1900, II, 1726-1729.) 1870-1888 State appropriation quadrupled. 1875 " Liberty of instruction " extended to university work. [Law of July 12.] (Beauchamp, 12-17; Beaussire, 238-258; Duruj-, ch. i; Grim- aud, 485-504.) Private faculties and schools organized. 1885 Decrees permitting the faculties to hold property and to organize a governing council. 1885-1890 Great development of the lifteen State Universities. 1896-1897 Title of LTniversity restored and complete reorganization pro- vided for. Universities opened to foreign students. Special doctorate in.stitutcd. (§Compayre; Rep. I". S. Com. Educ, 1894- 1895, I, 305-312; 1895-1896, 1, 620-684; 1897-1898, 1,-749-759.) 252 THE NINETEENTH CENTURY IN FRANCE. The Progress of Primary Education in France. (Compiled from statistical tables given in Statistique de I'en seignement primaire, [I [1829-18771, pp. Ivi, Ixxiv, cxii, and cxcv ; and the Hep. U. S. Com. Educ, 1899-1900, 11, pp. 1 718 and 1721.) Number of Number of Schools per 100 Percen- tage Number of School Number of pupils Expenditure Der Expenditure per Capita of the Population Year. Pupils in Primary Inhabitants. of Com- munes Houses Owned Enrolled per 100 Pupil Enrolled in the Primary Schools. for Schools. Of all Kinds. Public Schools. without a School. by the Communes. Inhabi- tants. Primary Schools. Per cent. 1826 1,116,777' 1829 1,357,934 4.17 1832 1,937,582 1.0 5.96 1833 . 5.08 1834 1.1 10,500 fr. c. 1837 2,090,035 5.7 1.4 15.2 14,000 7.52 4.43 $ .88 1840 2,896,934 6.2 1.7 17,500 8.64 4.46 .89 . 1843 3,164,297 7.5 2.5 23,.500 9.24 1847 3,530,135 7.8 2.4 8.7 24,000 9.97 1850 3,322,423 7.9 2.7 7.3 28,000 9 67 4.73 .95 1861 4,286,641 2.7 11.47 1863 4.336.368 8.4 4.0 37,000 11.60 9.47 1.89 1866 4,515,967 1.7 11.65 9.91 1.95 1872 4,722,754 11.86 14.65 2.93 1875 4,809,728 13.03 1876 13.29 17.83 3.57 1877 (4,716,935 {•° f 13.33 / 18.76 t 23.452 f3.75 t4.69 fr. c. 1877= 2.55 8 .51 1881-82 5,341,211 .4 30.25 6.05 3.51 .70 1886-87 5,596,919* .2 14.64 34.85 6.97 4.52 .90 1891-92 5,556,470 .13 14.46 39.26 7.85 4.82 .96 1896-97 5,531.418 .13 14.36 46.00 9.20 5.55 1.11 1901-02 ' From a Report by Baron Ch. Dupin. = Infant schools included in this and the following calculations, as to cost, but not in percentage enrolled. 3 Fifty communes in 1891-92 and 48 in 1896-97, six being in Algiers. ■4 Algiers is counted in this and all following years. VIII RECENT PROGRESS AND PRESENT CONDITION OF THE FRENCH SCHOOL SYSTEM. (Carrive; **Compayre; §Com- payre; Gobron, for the law; Lynch, ch. v; Marillier ; Marion; Parsons; Reps. U. S. Com. Ecliic, see list of articles; Taylor; Ware, ch. V.) 1 The maternal schools [Ecoles maternelles] . (Chalamet ; Delalain Fr., (h) ; Eaton; *Miu. Pnbl. Instr., 199-229; Parsons; Pape- Carpantier; Ville de Paris, ch. iii.) a Infant schools [Transition classes; cla.sse.s oifaiitincs]. (*Min. Publ. Instr., 229-235; *Teegan, ch. x.) b Statistics relative to. (Rep. U. S. Com. Educ, 1899-1900, I, 779.) 2 Primary Education [L'enscignement primaire]. (fCompayre; *Min. Publ. Instr.; fMin. Publ. Instr., bk. iv; Parsons; *Teegan, ch. xvii, xviii; Ville de Paris, ch. iv.) a The lower primary schools [Ecoles primaires elementaires]. (De- lain Fr., (g) ; *Min. Publ. Instr., 238-331; *Teegan, ch. xi.) 1) Instruction in. (*Min. Publ. In,str., 384-414.) 2) Statistics relative to. (Rep. U. S. Com. Educ, 1899-1900, I, 778.) b Complementary cour.ses [Cours complenieniaires]. (*Min. Publ. Instr., 344-350.) 253 THE ^'IXETEENTH CENTURY IX FEAyCE. ELEMENTARY EDUCATION IX FRANCE. (After charts Xo. 5 and 6, pp. ccx^i, of Vol. VI [1896-1S97] Statistiqite de Venseigne- ment primaire. For exact ligures from 1870-1897, see "Min. Pub. Instr., 194-195.) The Progress of Expenditure for Primary Public Education, the enrollment in Primary Schools, and the Total Population of France compared. The shaded area represents the total expenditure, though not including the cost of construction of buildings or of installing new schools. Previous to 1885 the figures are the nearest possible approximations, as the accounts were not kept accurately until that time. The extraordinary expenses of the com- munes are not included until 1885, but wovild add from two to four million francs to the total for the years from 1855 to 1368, and from eight to twelve million francs to the total for the years 1868 to 1878. In the table for pupils enrolled, children in the ecoles matcrnelles are not included, but the primary school enrollment for Algiers is included from 1887-88 on. THE yiNETEENTH CENTURY IN FRANCE. 254 TVie French system of education as exemplified in Pans Prin^gry schools 'Oa the Creches keep Exam. for the element ory cert is based Superior -la u u 2J_ puUory perjiod^i exemption secured bo ex.arn. at II plementory, a cootinuotion frf the lelementory OOl Superior Technical Opprentice Techr Zor lUn^er rriin on the middle course the pupils till 3 the Qt leo»t I yeorof thesup- * Mother's schools -nor required for odn-ils- rarely admit earlier sion to sup than i'/a.^and often keep them till Tin i ■■ ■ -.fr- schools of 3 to 6 admits to competitive exam- . L.O Timt t lon. 'Preparatory 'Odnnission directly from polytechnic Supplementary •Condominium I rtee above fe . 4 ^.diploma i^el ^-superior Dentistry 4e=diplomaof Surgeon-dent Ibuiouse Veterinary {Reproduced by permission of the author from advanced sheets of a work on Prof esstonaZ Education in Foreign Countries, by Henry L. Taylor, Albany, X. Y.) 30 255 THE NINETEENTH CENTURY IN FRANCE. c The higher primary schools [Ecoles primaires superieures]. (De- lalain Fr., (e), (f ) ; *]\rin. Pnbl. Instr., 341-383: Morant; *Musee Fed., No. 16 ; *Xony et Cie ; Rep. U. S. Com. Educ, 1896-1897, I, 47-56; *Teegan, ch. xiii.) 1) Many, in part, boarding schools. 2) Adult instruction. (Rep. U. S. Com. Educ, 1894-1895, I, 298-303.) 3) Boys' schools; girls' schools; mixed schools. A TYPICAL SCHOOL ROOM IN A FRENCH PRIMARY SCHOOL. (From a photograph by Henry S. Taylor, accompanying liis Report, as a Juror to the Paris Exposition of 1900, made to the U. S. Commissioner of Education.) Industrial and Technical education. (*Min. Publ. Instr., 384—433; Morant, 301-313 ; Perry, in Rep. U. S. Com. Educ, 1897-1898, I, 709-749 ; Higher Tech. Schools in France, in Rep. for 1891-1892, I, 369^12.) a Manual Training schools. (fTeegan, sect. 1.) b Commercial and industrial schools. [Ecoles pratiques de com- merce et d'industrie. (fTeegan, sect. 2.) e Agricultural schools. (fTeegan, sect. 3.) d Subjects taught in these schools. (Morant, 306-313, 369-370; fTeegan, sects. 1-3.) 256 THE XINETEEXTH CENTURY /X FRANCE. 4 Secondary education. (Taylor.) a Lycees for boys only [109]. (Hardy; Rep. U. S. Com. Educ, 1890 -1891, I, 109-124, 1895-1896, I, 635-639.) b Communal colleges [Colleges comtnunanx] for boys only [229]. c Religious, and private secular secondary schools. d Table showing the growth of these schools, 1887-1899. (See Rep. U. S. Com. Educ, 1899-1900, II, 1723.) e Subjects of instruction in the different classes before 1789, and in 1802, 1821, 1842, 1852, 1865, 1876, and 1887. (See charts in tfMin. Publ. Instr., 1887, 412-416.) f Subjects of instruction at present. (Delalain Fr., (a), (b), (c) ; Hardy; Jamin: Jonas; Morant, 370-372; jNony et Cie, (a), (b), (c).) ^ • , g Lycees and colleges for women established in 1880. 1) Table showing the growth of these schools since 1881. (See Rep. U. S. Com^ Educ, 1899-1900, II, 1726.) 5 S.uperior education [L'enseignement superieur] . (§Compayre; Rep. U. S. Com. Educ, 1898-1899, I, 1088-1095; 1899-1900, II, 1726-1729.) a Fifteen State Universities. (For statistics as to, see Rep. U. S. Com. Educ, 1899-1900, II, 1728.) b Professional and higher technical schools. (fTeegan.) 6 Interrelation between schools. 7 Extent to which coeducation is practiced. (See tables in Rep. IT. S. Com. Educ, 1899-1900, I, 778.) 8 Compulsory education. (Benoit-Levy et Bocande; Carrive, pt. 1; Dreyf us-Brisac ; for statistics as to the effectiveness of see Statis- tique de I'instruction primaire, VI [1896-1897], p. cii. 9 Training of teachers; normal schools. (London; Salmon; *Teegan, chs. XV, xix, xxi, xxvi.) a Primary normal schools [Ecoles normales primaires]. (Delalain Fr., (d) ; *Min. Publ. Instr., 434-461.) b Superior normal schools [Ecoles normales superieures]. (Ecole normale; *Min. Publ. Instr., 461-477.) 10 The religious instruction question in France. (Lynch, ch. v; X, ch. ill.) a Increase of the religious secondary schools. (See table of enroll- ment in Rep. U. S. Com. Educ, 1899-1900, I, 1723.) b The "Associations Law" of 1900. (Aynard.) 11 Private schools. (*Teegan, ch. xii.) a Elementary, b Secondary. 257 ' TEE NINETEENTE CENTURY IN FRANCE. IX ADMINISTRATION OF THE FRENCH SCHOOL SYSTEM. (Gobron, for the law; *Mm. Publ. Instr., 53-100; Parsons; Pichard for laws [1880-1898] ; Rep. U. S. Com. Educ, 1895-1896, I, 612-619; 1897-1898, I, 694-701; 1899-1900, II, 1712-1714; Smith.) 1 The Minister of Public Instruction and Fine Arts [Ministre de I'in- struction puhlique et des Beaux-arts]. (*Min. Publ. Instr., 53- 100.) a The Directors of Superior, Secondary, and Primary education. 1) Supervisory control of each, b The Minister's Advisory Council [Comite consultatif]. c The Superior Council [Conseil superieur]. (*Min. Publ. Instr., 65-72; *Teegan, ch. viii.) d The State Inspectors [Inspccteurs generaux]. (*Min. Publ. Instr., 72-75; *Teegan, ch. xiv.) 2 The seventeen administrative districts [Academies], each administered by a Rector and an academic council [Conseil academique] ,hsiYmg : (*Min. Publ. Instr., 110-127; *Teegan, ch. ix; Ville de Paris, ch. ii). a Supervision of the University and associated Lycees and Commu- nal Colleges of the District, b Through the Academic Inspector [Inspecteur d'academie], who is appointed by the Minister, supervision of primary instruc- tion in the District. (*I\Iin. Publ. Instr., 120-127.) c Primary Inspectors [Inspecteurs de I'enseignement primaire]. (fCompayre, pt. 2; *Min. Publ. Instr., 141-150.) 1 ) Approximately one for every one hundred fifty schools. 3 The ninety Departements [three in Algiers] for the administration of primary education. (fCompayre, pt. 2, chs. v-vii.) a Prefect of the Department. (*Min. Publ. Instr., 128-131.) b Department council [Conseil departemental]. (*Min. Publ. Instr., 131-140, 157-166.) c Inspector of primary instruction. (*Min, Publ. Instr., 140.) 4 Communal Councils and Mayors, having charge of: (*Min. Publ. Instr., 166-189.) a Selection of building sites. b Voting of communal funds. 5 Local school committees [Commissions scholaires] to encourage school attendance. (*Min. Publ. Instr., 187-189.) 6 Caisses des ecoles and caisses d'epargne scholaire. (*Teegan, 106-109.) 7 Obligations of the Commune. (*Min. Publ. Instr., 166.) a Maintenance of schools. b Financial obligations. c Prescription as to instruction and management. 258 THE NINETEENTH CENTURY IN FRANCE. 8 Centralized State control of education. (fCompayre, pt. 2; Rep. U. S. Com. Educ, 1897-1898, I, 694-701; *Teegan, ch. xx, ^xv.) a Appointment of teachers by the State. b State schedule of salaries, c State pension system. d State control of the subject-matter of instruction, e State supervision of private instruction. X REFERENCES: 1 Sources. Beauchamp, a. de (Ed.). Enscignement superieur; lois et reglements. Vol. I, 1789-1847; II, 1848-1874; III, 1875-1883; IV, 1884-1889 (Index table to all laws and decrees, 1789-1889) ; V, 1889-1898. Beaussire, Emile. La liherte d'enseignement et I'universite sous la troisieme republique. Benoit-Levy, Edm., et Bocande, F.-B. Manual pratique pour I'application de la loi sur V instruction obligatoire. BuissON, F. Dictionnairc de pedagoyie et d'instruction jjrimaire. Cabrive, p. La nouvelle legislation de Venseignement primaire. (Exposition, commentary, laws, decrees, etc., from 1874-1889.) Constant, Jean de. Lois et reglements sur Venseignement primaire \_18o0- ISVO]. D'Ollendon, M. E. Bibliographie de I'enseignement primaire; in Monographies pedagogiques, Exposition, 1889, III, 78-173. Greard, V. C. 0. La legislation de I'instruction primaire en France depuis 1789 jusqu' a nos jours. Second edition. Vol. I, 1789-1833; II, 1833-1847. First edition. Vol. II, 1848-1874. GoBBON, Louis. Legislation et jurisprudence de Venseignement public et de Venseignement prive. *Martel, Felix. Legislation et reglementation de I'enseignement primaire 1878- 1888; in Monographies pedagogiques, Exposition, 1889, I, 91-267. §MiN. PuBL. Instr. Enquetes et documents relatifs a Venseignement superieur. (72 numbers, 1883-1899.) **MlN. PuBL. Instr. Statistique de Venseignement primaire. Vol. I, 1876-1877; II, 1827-1877; III, 1881-1882; IV, 1886-1887; V, 1891-1892; VI, 1896- 1897. tt^MiN. PuBL. Instr. Statistique de Venseignement sccondaire. 1876, one vol.; 1887, two vols. tJMiN. PuBL. Instr. Statistique de Venseignement superieur, 1868-1878. (Con- tains laws and decrees, 1806-1878, and a history of the University.) PiCHARD, A. E. Nouveau code de I'instruction primaire. (Laws and decrees, 1880-1898.) 2 Secondary Authorities bearing on the liistory of education in France in the 19th century. Arnold, Matthew. Popular Education in France. Aynard, Ed. La liberty de Venseignement. Bache, Alex. D. Report on Education in Euro-^c [1839]. Barnard, Henry. Primary Schools in France; in Barnard's Jr., IX, 381-390. 259 THE NINETEENTH CENTURY IN FRANCE. Barxard, Henry. Guizot's Ministry of Public Instruction; in Barnard's Jr., XI, 254-281 ; same art. in XX, 253-280. Barxard, Henry. History of Public Instruction in France; in Barnard's Jr., XX, 217-332. Barnard, Henry. Technical Instruction in France; in Barnard's Jr., XXI, 401-606. Batjtain, L'Abbe. L'cducation ■piihUqnc en France an 19th siecle. COLLIGNON, A. L'ecolc Tiirgot, 1839-1S89. *CoiiPAYRE, G. History of Fedagogy. ICompay're, G. Histoire critique des doctrines de rediication en France depuis le seizieme siecle, II. Dreyfus-Brisac, E. L'enseignement obligatoire; in Monographies pedagogiques. Exposition, 1SS9, I, 343-455. Duruy, Albert. L'instruction jmblique et la democratie, 1879-1886. Ecole normale. Le centenaire de I'eeole normale, 1795-1895. Fayet, M. Recherches Jiistoriqnes et statistiqiies sur les communes et les ecoles de la Haute-Marne, 1701-1869. Grimauu, Louis. Histoire de la liberte d'enseignement en France [1789-1898]. GuizoT, F. Memoirs to Illustrate the History of my life, extract from for the period of 1832-1837, in Barnard's Jr., XI, 254-281, 357-399; same art. in XX, 255-280. Jacoulet, M. E. Notice historique sur les ecoles normales; in Monographies pedagogiques. Exposition, 1889, II, 375-451. LiARD, Louis. L'enseignement superieur en France, 1789-1893. 2 Vols. Marion, Henri. Le mouvement des idees pedagogique en France depuis 1870. (Musee pedagogique, Memoires, No. 1.) Martin, E. History of Normal Schools in France; in Proc. N. E. A. for 1893, 415-418. Matrat, Marie. Histoire de I'education enfantine publique; in Monographies pedagogiques, Exposition, 1889, VI, 211-256. *Musee PEDAGOGiQLrE. Ecolcs d'enscignement primaire superieur. {Memoires et Doc. Schol, No. 16.) tMus^E PEDAGOGIQUE. Dcux Ministrcs pedagogues; M. Guizot et M. Ferry. {Memoires et Doc. Schol., No. 33.) Pecaut, Felix. Sur I'education naiionale, 1871-1879. Petit, Georges. Histoire et legislation construction scholaires; in Mono- graphics pedagogiques. Exposition, 1889, VI, 5-63. X. — . L'enseignement prive en France; in Monographies pedagogiques. Ex- position, 1889, VI, 443-488. 3 Works having particular reference to tlie present organization of French education. Chalamet, R.-El. U ecole maternelle. tCoMPAYRE, G. Organisation pedagogique et legislation des ecoles primaires. Delalain Freres (Pubs.). Plan d'etudes et programmes de l'enseignement. (a) Secondaire classique; (b) Secondaire moderne; (c) Secondaire des jeunes filles ; (d) Des ecoles normales primaires ; (e) Des ecoles primaires superieures de gargons; (f) Des ecoles primaires superieures de filles; (g) Des 4coles primaires elementaires; (h) Des ecoles maternelles puhlique. Eaton, John. The Maternal Schools of France; in Circulars of Information, U. 8. Bu. of Educ, 1882, No. 5. fMARTEL, Felix. Ecoles primaires superieures et ecoles d'apprentissage; in Monographies pedagogiques. Exposition, 1889, II, 267-285. THE NINETEENTH CENTURY IN FRANCE. 260 *]\li.\. PuuL. IxsTis. Rapport mir rur(junination ct lu situation de Vcnseignement primaire public en France. [1900.] tMiN. PuBL. Instr. Uinspection de renseignement primaire. [1900.] JMiN. PuBL. Instr. L'ins])ection acadeniiqite. [1900.] iloRANT, Pi. L. The French System of Higher Primary Schools; in English Ediic., Dept. Special Reports, I, 2S7-374. *XoNy ET CiE (Pubs.). Plan d' etudes et programmes des ecoles primaires su- pcrieurs de gar^ous. tNoxY ET ClE (Pubs.). Flan d'etudes et programmes de renseignement secon- daire dans les lycees et colleges. Pape-Carpantier, Marie. Enseignement pratique dans les salles d'aisle. Parsons, Jas. R. French Schools through American Eyes. Rep. Com. Educ. Reports U. 8. Commissioner of Education, Vol. 1 of each year as follows: Title of Article. Education in Germany, France, and America compared.. The educational system of France — Statistics for the year and a general view of the system Brief view of the system and statistics for year Elementary education in London and Paris compared.... Statistics for tlie year; progress of primary schools since 1833; Higher Primary schools; Lyc#es and colleges. Outline of system and statistics for the year; history of the universities ; proposed change of the Faculties into leal universities Higher Teclmical Schools of France (Willoughby) Outline of system and statistics for year; inspection of infant schools; recent changes in the baccalaureate; reorganization of medical studies and preparatory scientilic studies Outline of system and statistics for the year Outline of system and statistics for the year; recent changes in secondary and higher education ; progress of primary instruction; schools for adults and their history; movement for admission of foreign students to the French universities Outline of system and statistics for the year; primary schools; the law of July 10, 1890, org^inizing the universities ; medical students ; the French Lycees . . . , Outline of system and statistics for the year; opening of the new LTniversities ; the new doctorate; State vs Church secondary schools; salaries of primary teach- ers ; the superior primary schools — -progress, organi- zation, and scope Outline of system and statistics for the year; reconstruc- tion of the universities; manual training and tech- nical schools; Mr. Perry's Report on Technical Schools in France; admission of foreign students to the universities Outline of system and statistics for the year; the uni- versities, foreign students, and the doctorate; move- ment for prolonging education ; Reports of the Con- gress of secondary professors and the Commission of Inquiry into secondary schools Outline of system and statistics for the year; higher in- struction; Report of the Congress on Primary Educa- tion ' Report. 1888-1889 1888-1889 1889-1890 1889-1890 1890-1891 1891-1892 1891-1892 1892-1893 1893-1894 1894-189.1 1895-1896 1896-1891 1897-1898 1898-1899 Vol. n. 1899-1900 Pages. 32-77 112-149 249-261 263-280 95 124 73-95 369-412 219-237 187-201 289-312 611-639 29-70 694-788 1086-1138 1712-1732 261 TEE ISil^ETEE^NTE CENTURY IN FRANCE. *Teegan, Thos. H. Elementary Education in France. fTEEGAN, Thos. H. Technical, Industrial, and Commercial Education in France. ViLLE DE Paris. L'enseignement primaire public a Paris, 1889. 4 Short articles or chapters bearing on present conditions in France. §C0MPAYRE, G. The New French Universities; in Educ. Rev., IV, 475-484, XIII, 379-385, XVI, 133-146. **C0MPAYKE, G. Contemporary Educational Thought in France [1891] ; in Educ. Rev., II, 171-177; X, 313-324; XVI, 133-146. Haedy, Edw. L. The Lycees of France; in ^ch. Rev., VII, 549-559; VIII, 16- 25; IX, 459-475. Jamin, George. Life in a French Lycee; in Educ. Rev., V, 266-277. Jonas, J. B. E. Differentiation of the Secondary Curriculum in France; in Bch. Rev., VIII, 244-253. London, Jr. of Educ. A Normal School in France; in Educ. Rev., XIII, 291- 294. Lynch, Hannah. French Life in Toivn and Country. jSIarillier, L. The Public Schools of Paris; in Educ. Rev., XII, 313-334. Salmon, Lucy M. Training Teachers in France; in Educ. Rev., XX, 383-404. Smith, A. T. De-centralizing Tendencies in the French System of Education; in 8ch. Rev., VII, 133-144. Taylor, Henry L. Education at the Paris Exposition of 1900; in Sch. Rev., IX, 1-12, 201-231, 269-288. Ware, Fabian. Educational Foundations of Trade and Industry. 5 For additional bibliographies on the history and present condition of education in France, see particularly the three Paris Exposition Volumes [1900], Min. Publ. Instr., *, f, and |; Buisson; and the Columbia University Library Catalogue. iiJ^,loU:l-i'2 \Ji. ;.yt-3 tf 3- XXXIX THE EIGHTEENTH AND NINETEENTH CENTURIES IN ENGLAND. I THE BEGINNINGS OF ELEMENTARY EDUCATION IN ENGLAND. (Adams, 36-43; Barnard's Jr., X, 323-35-4; XXVI, 641-644; Bremner, pt. 1, sect. 1 ; Craik, ch. 1 ; Donalson, eh. ii ; Holman, ch. ii ; Leclrv^, VI, 276-278 ; Macaiilay, I, ch. iii ; Spalding, 10-13 ; Sydney, II, 86-112.) 1 Parochial schools, primary school foundations, subscription schools, and dame schools begun in many villages in the early part of the 18th century. GILWEL LANE C'HAIUTV SCHOOL, SOUTHWARK. (From Green's Short History of the Eiujlish People, Hid. Ed. Harper «& Bros., N. Y. Repro- duced by permission of the publishers.) ["The school-room connected with, and under a part of, Bunyan's Meeting-house; opened by the founders of the meeting-house, in 1G87, to counteract the attractions of a Roman Catholic school Avhich a gentleman named Poultcr had set up in the same neighborhood, under James" protection. This early Nonconformist Charity School was still carrying on its work in the original school-room in the year 18H), as is shown by the dress of its scholars in tliis illustration, publislied in LoiiiIiiKt Illiislrata at that time." — Green.] 2«'2 263 TEE EIGHTEENTH AND NINETEENTH CENTURIES IN ENGLAND. 2 Formation of ' ' Charity Schools ' ' for the poor. 3 "The Society for Promoting Christian Knowledge" founded in 1699. (Spalding, 12-13.) a Work accomplished by this Society bj^ 1741. b Object of the schools of the Society "to make them loyal church members and to fit them for work in that station of life which it hath pleased their Heavenly Father to place them. ' ' 1) Cathechetical schools. Subjects taught. 4 Work of the ministers and churches throughout England during the first half of the 18th century. a Charity School sermons [1700-1750]. (*Barnard, 365-368; Bar- nard's Jr., XXIII, 365-368.) b Subjects taught in the " Charity Schools. " c Education of girls. 5 Impetus given to the movement by: a The earthquake shocks of 1750. b The rise of Methodism. c The establishment of Sunday schools [Catterick, 1763; Little Le- ver, 1775; Eaikes at Gloucester, 1783]. (See 6, below.) d Newspapers [first daily paper, 1709] ; pamphlets; penny papers; extension of printing to country towns; freedom of the press [after 1795] ; public meetings for the discussion of public questions [after 1768] ; debating and reading clubs; growth of the tendeucj^ to appeal to reason; circulation of books, etc. Chap Books. (Ashton; Field, ch. x; fTuer; |Tuer.) 6 Robert Raikes [1736-1811] and the founding, of Sunday Schools at Gloucester [1780]. (Ellis; Gregory; Harris.) a His work ; the new movement. ( Harris. ) b "The Society for the Support and Encouragement of Sunday Schools in the different Counties of England" [1785]. c "The Sunday School Union" [1803]. d Educational work of these two societies. 1) Up to 1870. 2) Since 1870. 7 Status of elementary education in England at the close of the 18th century. (Sydney, II, ch. xiii.) a Comparison with Germany. b Books used by children. (Field, chs. x-xv; fTuer; ijlTuer.) 31 264 TEE NINETEENTH CENTURY IN ENGLAND. II THE MONITORIAL SYSTEM OF BELL AND LANCASTER. (Adams, 44-64; Barnard's Jr., X, 323-531; Holman, ch. ii; Ross, ch. ii; *Sadler and Edwards, II, 436-440 ; Sharpless, 1-8 ; Spalding, 13- 14.) 1 Dr. Andrew Bell's "Madras System." (Barnard's Jr., X, 467-502; Bell; Gill, 162-189; Leitch, 121-148; Meiklejohn; Soiithey, II.) a His Experiment in Education [1798]. 2 Joseph Lancaster's "Monitorial System" [1798]. (Barnard's Jr., X, 355-370 ; tFitcli, lect. xi ; Gill, 189-202 ; Lancaster ; Leitch, 149- 165.) a His Improvements in Education [1803]. 3 Nature of the two systems. a Subjects taught. b Pupils. c Method followed ; natural defects. d Classification; discipline. e The educational and religious controversy. Fy.l. ^ ill '-% f^ '^ ^ \^ ^ ^ f^ ^ ^ f^. ^ THE MONITORIAL SYSTEM OF INSTRUCTION. (From Manual of the System of Instruction pursued in the Model Schools, B. & F. School Society, London, 183L) [Explanation: — Figure 1 shows a class seated on a Form (5) at a writing desk (4). Figure 2 shows five monitors giving instruction to five classes. The boys are assembled at the draft stations (16), their toes to the lines cut in the floor. With Pointers (1.5) the monitors are giving instruction from Lessons (11) suspended from the lesson Rail (12)]. 4 The "Intellectual System" of Wood a protest. a Knowledge of the child, b Necessity of the teacher being instructed. c Interrogation; explanation. :Gill, 202-210.) 265 THE NINETEENTH CENTURY IN ENGLAND. "fe^ -2 ^-ii S 2 S -^ oT S « S C CO „ ^ O -4-i o ^ C5 5^ t, o) ^ > -u Q . -S -tj o cj -^ a) "^ '^ ^ t: -s ^ t;- . o gc g _ =-^ - p ..S c = --^ 5 =^-^ .i ^ li c 5 « ° -r c3 "S .:: y X . c X - ^ i?~ 3< i; ""- ='' «(-i - 73 CJ -S * ^ "" 266 TEE NINETEENTH CENTURY IN ENGLAND. III INFLUENCE OF THE REFORMERS. 1 Richard and Maria Edgewortli's Practical Education [1798]. a System of education described; principles laid down. (Gill, 48- 64.) 2 Pestalozzi's work as expounded by Charles Mayo and his sister. (Gill, 85-93.) 3 Samuel Wilderspin and the beginning of Infant Schools. (Gill, 76- 85; *Hill, I, 169-196; Leitch, 166-185.) a Robert Owen's Infant School at Lanark [1816]. b AYilderspin 's first school at Spitalfields [1820]. 1) Nature of his work. 2) His principles and ideas. c The "Home and Colonial Infant Society" [1836]. (Gill, 93-154.) 1) Aim and work of this Society. 2) Improvements in training. 4 David StoAv and his Training System of Education [1840]. (Gill, 210-264; Leitch, 186-238.) a Beginnings, b His ideas and principles, c Method of instruction. d Mistakes and absurdities. 5 Froebel and the Kindergarten system. (S\ilabus, p. 224.) a First English Kindergarten [1851]. IV WORK OF EDUCATIONAL SOCIETIES. (Bremner, pt. 1, sect, i; Craik, chs. i, ii; *Hill, I.) 1 "The Royal Lancastrian Institution" [1808]. a This became "The British and Foreign School Society" in 1814. (Barnard's Jr., X, 371-380.) 1) The Lancastrian System; Dissenters, b Manual of Instruction used in the Model Schools. (Barnard's Jr., X, 381-434; B. and F. S. Soc. Manuals.) c Normal Schools. (f Barnard; Barnard's Jr., X, 435-460.) 2 "The National Society for Promoting the Education of the Poor" [1811]. (B. and F. S. Soc. Manuals; Gregory.) a This Society practically a successor of I, 2. 1) Bell's system; Church of England, b Manual of School Methods used. (Barnard's Jr., X. 503-530.) e Normal Schools, (f Barnard; Barnard's Jr., IX, 170-200; X, 531-574.) 3 Other educational societies. (Adams, chs. ii-v; Cornwallis; Spalding, 13-16.) 267 THE ISUlSiETEENTH CENTURY IN ENGLAND. 1824 " London Infant School Society " founded by Brougham. 1826 "Society for the Diffusion of Useful Knowledge" founded by Broug- ham. The Journal of Education. 1836 " Central Society of Education " founded. Its work. 1836 " Home and Colonial Infant Society " founded. Beginning of a Pes- talozzian training college. 1837 " Educational Committee of the Wesleyan Conference established." 1843 " Congregational Board of Education " formed. 1844 "Ragged School Union" foimded. (Cornwallis. ) 1845 "Catholic Institute"; 1847, the "Catholic Poor-School Committee." 1847 "Lancashire Public School Association" formed; 1850, the "National Public School Association." 1867 " Birmingham Education Aid Society." 1868 The Manchester Conference; 1869, formation of "The League." 4 Schools founded. Statistics as to 10,595 Elementary Schools founded by the PvELIgious Societies (Census Returns, 1851). O u Society, England s. c g.2 4 o .a s Date. The National or Church of Schoo' -ex 11 IS C3 o a o o Before 1801 766 709 16 8 7 10 1801-1811 410 350 28 9 4 10 1811-1821 879 756 77 12 17 14 1821-1831 1,021 897 45 21 17 28 1831-1841 2,417 2,002 191 95 62 69 1841-1851 4,604 3,448 449 269 239 166 Not stated. 498 409 46 17 17 14 131 331 Totals. 10,595 8,571 862 431 363 311 131 331 V ELEMENTARY EDUCATION BEFORE 1870. (Craik, chs. i-iv; Eraser; *Hill, I; *Kay; fKay, ch. ii; *Kay-Shuttleworth ; fKay- Shuttleworth ; Traill, VI, 620-634; fAVare, ch. ii.) 1 .Conditions in 1833 and in 1851. (*Hill, I, [1836] ; *Sadler and Ed- wards, II, 441-463.) (Compiled from data given by *Sadler and Edwards.) Items. ( 1 ) Population of England and Wales (2) Middle and upper classes population (3) Laboring class population (4) Population 3-12 yrs. of age of (2) (5) Population 3-12 yrs. of age of (3) (6) Number of schools for children of (2) { 7 ) Number of schools for children of ( 3 ) (8) Pupils of class (2) in schools (9) Pupils of class (3) in schools (10) Percentage of children of class (2) at scbool to popu- lation 3-12 yrs. of age of class (2) (11) Percentage of children of class (3) at school to popu- lation 3-12 yrs. of age of class (3) 1833. 1851. 14,400.000 17,927,609 2,000,000 2,489,945 12,400,000 15,437,664 420,000 522,888 2,604,000 3,241,919 14,897 16,324 24,074 29,718 481,728 546,396 795,219 1,597,982 114.6 104.4 30.5 49.2 268 THE NINETEENTH CENTURY IN ENGLAND. 2 The Newcastle Commission Report of 1861. (Adams, 179-185; Hol- mau, 151-161; *Sadler and Edwards, II, 464-470.) a Percentage, age, and length of attendance, b Subjects and amount of instruction. c The prime object of instruction, d Different kinds of schools and their value. 3 Government aid to schools. 4 Government inspection of schools. (Arnold.) 5 The training of teachers. a Training colleges. (Barnard's Jr., IX, 170-200.) b The apprentice system. 6 The religious question. 600,000 EXPENDITURE FROM THE EDUCATION GRANTS IN GREAT BRITAIN, 1 839-1 S70. Between 1833-1839 no Government regulation of grants. The above figures do not in- clude administration expenses, or grants made to Scotland (about the same in amount as the Br. & F. S. Soc.) or to the Parochial Schools Union (very small). (Prepared from a table in Eng. Ediic. Dept. »Sy;. Rep., 11, 530.) 269 THE JSIINETEENTH CElSiTURY IN ENGLAND. I . GO r^ I « CO iH GO ^ o > ?3 =«• i" S r^ u o --^ t- o CO en i-\ CO 1 1 t- tH O C^l CO c- bc:S ■^ . o CO 03 p •- * CO o o CD 10 be g ~ 1—1 =3 r^* O a CZ2 H > pq .;^ =3 > 02 P4 W '^1 31 tf; 'T cc ^o o fcC ^3 -43 ^ O •r; CO ^ o 1—1 ^ IK « 9 -s'^-2 .2 2 '§ ? "£ f==H -5 Oh _ O 1^ is :;: o t^.2 ^"-rS -2 :^ "S S -S tiOS s H -I ^ I -g K So ^ "" '' )^0 •3 2= i^~' .^ Sec 51 :1s SS (U _J;J 02 r- HI O to % 03 CC O 'o O) o ^ o o 5; • "*^ 3 C X^ "^ ■^ go o m o O S pH cc C b" S 5 S -- - ;3 •" * > -r S «"^ cs ^ Oj o !h _;; — . -H 5 Qj ■-:; -5 •73 -t^ -S ^^-, cc '^ c; •'- 5^ K^ > r:! « «i:^ 8 o s ^ ^ S.2 -^ ^?.^ 0) 5 '^ cS o :? • o cc • O C ^ - o ' — I fi -^ ^ fe S«5 rt^ 2 S H c ;; O •- !^ si's s « c S o ^ - o o s .2 cc IB 2 cs r o :2 W)^ •^ "= = "5 -g " ^ '' jj s 0.3 oj b ^ ■ .. « -= r r cj :fe a; «-^ PQ f3S '3 Tjc C3 cc O S ° -5 S ri: o 2 =5 •■-' -f^ ° -3 o .2 s "^ 2 C cc o a; >~.r^ -tJ cc i"! o o O « OP3 as -ti m i^ CO o CO C^ M ^ M t» X' CO 00 CO r-< M CO o ;s ^ -^ ^ -t< -t CO CO' CO CO CO «2H " CD CO o <1 ^^ o ^ S.2 ••^ I "S ^ V S F= a; .3 '^ ^ O) •2- 5 S « s 5 ^-^ P5 .t O r^ 2 «J H "H _^j r— I CS !h =3 ^002, S '5 •*" 2 ^, q; rt " o'2 2 -^ c^co o S 2 ^ o 2 SS '' " -*j « o aj S • ^ ti cc '^ cc o .3 ^ c^ rS ."p '^ '-< '"^ a 5 CO r3 <; o 3 - -- ^ p J a a •« cc O OJ ri -ti ^.2 cc O tc o cc ^^ t- >< o O O -S I* 5 S^ s •- (^ -c o E-tO t^ O CO CO lO o -t IC l-'T IC O UO CO CO CO t» CO' CO p^^ in 'O CO 00 — bc 13 ■^ bD * Pi 2 s _5 -2 cc O 1^ O C3 C ^ cc"^ O rt S O I bc o i bc o -7 '^ ^jj o a) c Pi o .-. o :j cc '"■^ 2. « 2 o^ oj 2 '^ H .2 rt £ c =^ g U? 2 . s oj ;:; C CO tJ '^^ P o ^HO Hi i-( t^ O) (jj en cc 270 THE NINETEENTH CENTURY IN ENGLAND. VII THE BEGINNINGS OF NATIONAL EDUCATION. (Arnold; Bal- four, eh. I, A; Bremner, pt. 1, sect, i; Ellis and Griffith; Escott, ch. xvi ; Holman, eh. ix ; Maltbie, ch. v ; Morley ; Ross, ch. ii ; Spald- ing; *"VVare, ch. i; for all acts of Parliament relating to any phase of education, from 1870-1900, see Organ, larger edition. Ap- pendix.) 1 The Elementary Education Act of 1870. (Adams, chs. vi-viii; Bal- four, 21-24; Barnard's Jr., XXVI, 577-598; Craik, ch. v; Hol- man, chs. ix, x; Morley; * Sadler and Edwards, II, 497-498.) a The original provisions. 1) The opposition, b As amended and adopted. (Mackenzie, 158-209; Morley, 167- 174; Organ, Appendix; 33 and 34 Vict., ch. 75.) 2 Subsequent progress. (Macnamara.) a The amendments of 1873 and 1876 [Lord Sandown.) (Balfour, 28-30; Craik, ch. vi.) 1) The laws in full. (Mackenzie, 210-256; Organ, Appendix; 36 and 37 Vict., ch. 86; and 39 and 40, ch. 78.) b The amendments of 1880 and 1882 [Mr. Mundella]. (Craik, ch. vi; Organ, Appendix.) 1) Education fully compulsory after 1880. (f Sadler and Ed- wards, 17-21.) c The Technical Education Commission of 1884 leading to the Technical Education Acts of 1889. (Organ, Appendix; 52 and 53 Vict., ch. 76.) d The Free Elementary Education Act of 1891. (Educ. Rev., II, 303-307, [text of]; Mackenzie, 265-269; Organ, Appendix; 54 and 55 Vict., ch. 56.) 1) Elementary education now practically free. 6 The proposed bill of 1896 and its significance. (Rep. U. S. Com. Educ, 1895-1896, I, 79-121.) f The Elementary Education Act of 1900.. (f Fitch; Organ, Ap- pendix; 63 and 64 Vict., ch. 53.) g Slow but substantial progress since 1870. (Balfour, ch. I, A; Butler; Craik, ch. vi; Rep. U. S. Com. Educ, 1895-1896, I, 79-121; fSadler and Edwards, I, 2-9; Spalding: *AVare, ch. 1.) 1) Extension of governmental control through more and more detailed instruction as to inspection. (Holman, chs. ix, x.) 2) Addition of new subjects; increase of attendance, etc (Rep. U. S. Com. Educ, 1899-1900, I, 1200-1203.) 271 TUB MMJTEI'JNTU CENTUIiY /A' IJNGLAM). SCHOOL POPULATION 800,000 WORK OF THE SCHOOL BOARDS IN PROVIDING SCHOOL ACCOMMODATIONS. London taken as a type. (After a chart by Spaulding.) In 1872, the first year in which the Board Schools made returns, the average attendance in Voluntary and Board Schools was 1,327,432 and 8,726 respectively j in 1898 the returns were 2,481,254 and 2,072,911 respectively. Note the deficiency in school accommodation in 1838, and that the Voluntary schools made no appreciable gain on this deficiency up to 1870. 'I III: .\i\i:ii:i:\Tii cr.sn uv i\ Ksai.wn. ' r "~ *OicENSU6-F0PULATI0K- t (ENGLAND AND' WALE 1 1 1 "'! - 1_ s.) IK I jTOTAuEXFENDITUKE-COR lElEMEMARY EDUCATION "^1 1 14 (ENGLAND AND WALES;, / ~ 4- p 1 1 1 . 1 1 1 J 1!) T FACH YEAR. 1 1 t f — 1 ' 1 1 GOVERNMENT-A AND LOCAL TA> 1 1 ) 1? AT onI l7 1 1 i 1 BOARD-SCHC EXPENSES. 1 ^ OL ^ i.yi J ^ y / - f .'■' ; r !/ l> / ^ n ;/ > ^ / y 8 ^ U" / / ^ .-^ .;■*■ '^l ? { / 7 r^ ? 1 1 J ^ / 1 - ~i J^ 6 f / 1 ; f / ^ T jr 5 / / / / i / 1 / / 4 I / ^ / i / / /\ 8 /'; ( / / 1 y\ • f !/ / i 1 / 1/ / 1 ^ /\ \/ \y M - ^ T 1 \y\/ 1 1 .__J_J/ y' 1 1 1 1 ■ 1 ! 1 ^r^ ' 1 i 1 j If \ 1 o a i IT \ ° 1 s. i o I 1 to c 09 C o c i i u o O =f 28 '/! ?7 26 '/a 24 22 'A 21 INCOME AXD EXPENDITURE FOR ELEMENTARY SCHOOLS. Based on the returns made for Day Schools for Annual (Jrants. (Compiled from statistics Annual ]\ej)orts. ) and Eveniufr Continuation Scliools inspected ,nven in the English Education Department 273 THE NIXETEENTH CEXTURY IN ENGLAND. 3 The progress of primary education in Great Britain, as shown by the reduction of the percentage of illiteracy. (Statistical tables from Balfour, Appendix A.) Percentage of Persons Married who Signed the Register by Mark. (Registrar-General's Returns.) Percentage of Persons Over Five Years of Age in Ireland. ( Census. ) Year England and Wales. Scotland. Ireland. Year. Unable to Read or Write. Able to Men. Women. Men. Women. Men. Women. not to Write 1841 1851 1861 1871 1881 1891 32.7* 30.7 24.6 19.4 13.5 6.4 48.9* 45.2 34.7 26.8 17.7 7.3 10.6:^ 10.0 7.1 3.4 21.3* 19.6 13.9 5.3 37.5* 26.1 19.4 45.2* 30.7 19.4 1841 1851 1861 1871 1881 1891 53* 47 39 33 25 18 19* 20 20 17 16 11 4 The progress of education in England as shown by the number of years of schooling that each individual of the population received at the different dates. (From the Eng. Educ. Dept. Report, 1897-1898, p. ix.) Date 1870 1880 1890 1897 Years of schooling 2.55 5.19 6.13 7.05 Developmknt of the Board Schools. (Tables from Rep. U. S. Cam. Educ, 1899-1900, I, pp. 1185, 1191.) 1. As shown by the number of children in aver- age attendance in public elementary day schools, board and voluntary, inspected during the years 1870-1899. Year ending Aug. 31. 1870... 1871 .. 1872... 1873 .. 1874 .. 187.')... 1876 .. 1877 .. 1878 .. 1879 .. 1880... 1881 . . . 1882 .. 1883 . . . 1884 .. 1885 .. 1886 .. 1887 .. 1888 .. 1889 .. 1890 .. 1891 .. 1892 .. 1893 .. 1891 .. 189.'. .. 1896 .. 1897 .. 1898 .. 1899 . Board. Voluntary. 8,726 69,983 138,293 227.285 328,071 427,533 559,078 669,741 769,252 856.351 945 231 1,0281904 1,115,832 1,187,4.55 1,251,307 1,315,461 1,378,006 1,424.835 1,4.57,3.58 1,491,571 1..570,397 1.688.668 1,777,797 1,879.218 1,956,992 2,016,547 2.072,911 2,137,805 1,152,389 1,231.434 1,327,432 1,412,497 1,540,466 1,609,895 1,656,502 1,723,150 1,846,119 1,925,2.54 1,981,664 2,007,184 2,069,920 2,098,310 2,157,292 2.183,870 2,187,118 2,211,920 2,236,961 2,2.57,790 2,260,5.59 2,2.58,3*5 2,300.377 2.411,362 2,448,037 2,445,812 2,465,919 2 471,996 2,481,254 2,499,133 Board. 0.0* 0.0 0.7 4.7 8.2 12.4 16.5 19.9 23.2 25.8 28.0 29.9 31.3 32.9 34.1 35.2 36.4 37.3 38.1 .38.7 39.2 39.8 40.6 41.2 42.1 43.4 44.2 44.9 45.5 46.1 2. Progress in average expenditure (on mainte- nance only) per scholar in average attendance. Year ending August 31. Board Schools. Voluntary Schools. 1870 £ s. d. £ 1 2 2 s. 5 5 9 10 11 13 13 14 14 14 14 14 14 15 15 16 16 16 16 16 17 17 17 18 18 19 2 5 d. 5 1871 6J 1872 1873 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 s 14 15 16 1 1 1 2 i 1 1 1 1 4 4 4 4 ■5 7 8 8 8 10 11 13 13 15 5J n 6i lU ii 4.? 14 9J 13 "1 94 7 lij 1874 lOi 1875 loi 1876 5i 1877 1878 9 1879. 1880 1881 1882 6 m 6J 1883 1884 188,-, lol 94 1886 1887 44 44 1888 1889 1890 1891 1892 4 4i 94 1893 fii 1894 1895 .If 1896 6i 1897 1898 1899 6 4| li 274 TEE yiXETEEXTH CEXTURY IN E'NGLAIXD. VIII THE SECONDARY SCHOOL PROBLEM. (Acland and Smith; Aron- stein; Bremner, pt. 1, sect, ii; Browning, ch. xii; §Fitch; Parker; Ross, eh. vi ; Sharpless, chs. iv-vi; *Ware.) 1 The secondary school system as established by 1600. (Syllabus, sect. XXVIII.) 2 The different kinds of secondary schools now in existence. a ' ' Public Schools. ' ' ( Corbin ; Staunton ; Syllabus, sect. XXVIII. ) b "Grammar Schools." c The Proprietary Schools. d Technical Schools. e Higher Elementary Board Schools. (Rep. U. S. Com. Educ, 1899-1900, I, 1210-1227.) f Girls' Schools. 3 History and nature of each. (Aronstein; Syllabus, sect. XXVIII.) a Nineteenth century progress. 1) AVork of Arnold, Thring, and others in the Public Schools. (Aronstein, pt. ii ; Carlisle ; *Fitch; Keep ; Parkin ; Selfe ; Skrine; Smith; Stanley.) 4 The Report of the Queen's Commission [1861-1864] on Public and En- dowed Schools. (Report, I; Aronstein, pt. iv; Barnard's Jr., XV, 81-117; Staunton.) a Recommendations of this Commission. (Report, I; Aronstein, 72-75; Barnard's Jr., XV, 113-117; Staunton, xlix-lvi.) b The Endowed Schools Act of 1869. (Organ, Appendix; 32 and 33 Vict., ch. 56.) 5 Matthew Arnold's Reports on Secondary Education. (Arnold; *Fitch, chs. ix, X.) 6 The Commission of 1894-1896. (Aronstein, 80-81; ffFitch; Rep. Com. Sec. Educ, I; Rep. U. S. Com. Educ, 189^1895, I, 583- 620, and with accompanying papers, 620-712.) a Its recommendations. 7 The new Board of Education [1899] . ( fFitch ; jHill, VII, 1-10 ; Rep. U. S. Com. Educ, 1898-1899, I, 42-47; 1899-1900, I, 1223-1227.) 8 The present condition of Secondary Education. (Acland and Smith; Aronstein, pt. ii ; fFitch; §Fitch; fllill, VI, VII, X; Rep. Com. Sec. Educ, I, Pt. 2, 19-80.) a Resources for national secondary education. (*Ware, ch. ii.) b Organization of resources; the duty before the nation. (Acland and Smith; Scott, chs. i, ii.) 275 TEE XiyETEEXTH CENTURY IX ENGLAND. IX THE ENGLISH UNIVEESITIES. 1 Nineteenth century history and present status. (Balfour, eh. HI,- A; Campbell; Parker; Rep. U. S. Com. Ednc, 1899-1900, I, 1230- 1244;Timbs.) 2 The Universities Commission of 1872, leading to the revised Statutes of 1881. (Organ, Appendix.) 3 The outlook. 4 The reconstructed University of London. (jHill, VII, 507-519.) , X THE DIFFICULTY OF EDUCATIONAL REFORM IN ENGLAND. (All articles by Fitch; fHill; Holman, ch. xi; Macnamara; Rep. U. S. Com. Educ, 1899-1900, I, ch. xviii ; *Ware, ch. xi.) 1 Influence of tradition. (Scott.) 2 Public conscience not yet thoroughly awakened. 3 Church envy and jealousy. (**Fiteh.) XI PRESENT STATUS OF ENGLISH EDUCATION. (Balfour, chs. I, A, II, A; Bremner; Macnamara; Organ; Rep. U. S. Com. Educ, 1899-1900, I, ch. xviii ; Ross, chs. ii-vi ; Sharpless, chs. ii-vi ; Spalding; Stanley; *Ware.) 1 The system of administration. a The Education Department of 1900 superseding the Committee of the Council on Education and the Department of Science and Art. (Act of 1899 :— Organ, Appendix ; 62 and 63 Vict., ch. 33.) b The Royal Inspector. e Local administration. 2 Infant Schools. (Bailey.) 3 Elementary Schools. a ''Voluntary Schools." b "Board Schools." (Balfour; Spalding.) 1) In cities. 2) In rural districts. 4 Continuation schools; technical schools. (Balfour; Bremner, pt. 1, sect, iv; Reps. Nat. Assoc. Prom. Tech. and Sec. Educ, 1888 to date; t Sadler and EdAvards, I, 54-55; Stanley.) a City central schools ; higher elementary Board Schools. (Rep. U. S. Com. Educ, 1899-1900, I, 1210-1227.) b Day technical schools. c Evening schools. d Commercial schools. (Ileinig.) 276 THE MMJTEENTH CEXTIRY IX ENGLAND. 5 Special-class schools. (Balfour, 51-70.) 6 "Grammar Schools.'' 7 "Public Schools." (Arnold; Aronstein; Kegan Paul; Minchin; Eep. Com. Sec. Educ, I; Sharpless, cli. v; Staunton, Introduction.) 8 Secondary education. (Rep. Com. Sec. Educ, I; Scott.) 9 Education of girls. (Bremner.) 10 Support of Schools. (Rep. Com. Sec. Educ, I, 364-372; f Sadler and Edwards, I, 56-63.) 11 Training of teg^ehers. (Sharpless, cli. iii ; Stanley, ch. vii.) a The superannuation act [1898]. XII REFERENCES. 1 Sources, including recent laws. Arxold, Matthew. Repovis on Elementary Schools, 1852-1882. Babis^ard, Hexry. The Battersea Training School; in Barnard's Jr., IX, 170-200. Barnard, Henry. Report of the Queen's Commission on the Public or Endowed Grammar Schools of England [1861-1864]; in Baniarcrs Jr., XV, 81-117. Bell, Rev. Andrew. Complete Works. British and Foreign School Society. Manual of the System of Instruction Pursued in the Model Schools. Educ. Rev. The English Free Education Act [Text of] ; in Educ. Rev., II, 303-307. Ellis, T., and Griffith, E. A Manual to the ^Yales Intermediate Education and the Technical Instruction Acts of 1889. English Educ. Dept. Minutes and Reports of the Committee of the Council of Education, 1839-40 to date. Lancaster, Joseph. Imjirovements in Educalion as it Respects the Industrial Classes of the Community. Mackenzie, Wm. W. A Treatise on the Elementary Education Acts, 1S70-1S91. Organ, T. A. The Laic Relating to Schools and Teachers. [1900.] Roy'al Commission on Technical Education. Report of the Commissioners [1884]. Royal Comjiission on Secondary Education. Rcpoit of the Commissioners [1890]. Statistical Society of Loxdox. First Reporl on lite State of Education in Westminster in IS-H'. Statutes, (England). Metorian Era. Stow, David. The Training System of Education [1840]. WiLDERSPiN, Samuel. The Importance of Educating the Infant Poor. (Acct. of Spitalfield's System. ) Wilderspin, S.\muel. Early Discipline llluslruted ; or the Infant Systems Progressing and Successful. Wilderspin, Samuel. .1 Sj/sfem of Education for the Young [1840]. 2 Important Secondary Autliorities relating to llic Parliamentary struggle for national education. Adams, Francis. History of iJie Elonentury School Contest. Barnard, Henry. Development of. English Popular Education, 1833-1870 (Rigg) ; in Barnard's Jr., XXVI, 561-576. 277 TEE NINETEENTE CENTURY IN ENGLAND. Babnard, Henry. The Elementary School Act of 1870; in Barnard's Jr., XXVI, 577-598. Barnard, Henry. English Education in 1875; in Barnard's Jr., XXVI, 599- 640. Craik, Henry. The State and Education. MoRLEY, John. The Struggle for National Education. *Sadler, M. E., and Edwards, J. W. Summary of Statistics, Regulations, etc., of Elementary Education, England and Wales, 1833-1870; in English Education Department, Special Reports, II, 43G-544. fSADLER, M. E., and Edwards, J. W. Pviblic Elementary Education in England and WaleS; 1870-1895; in English Education Department, Special Re- ports, I, 2-71. SiiARPLESS, Isaac. English Education. Spalding, T. A. The Work of the London School Board. (Paris Exp., 1900.) tWARE, Fabian. Educational Foundations of Trade and Industry. 3 Important works written with a view to influencing public opinion in favor of national education. Eraser, Rev. Wm. A Report of an Examination into the Working, Results, and Tendencies of the Chief Public Educational Experiments in Great Britain and Ireland. [1858.] *HiLL, Frederic. National Education; Its Present State and Prospects. [1836.] *Kay, Joseph. The Education of the Poor in England and Europe. [1846.] fKAY, Joseph. The Social Condition and Education of the People in England. [1864.] ■"Kay-Shuttleworth, Sir Jas. Puhlic Education as Affected by the Minutes of the Committee of Privy Council, 18't6-lS52. tlvAY-SiiUTTLEWORTH, SiR Jas. Four Periods of Public Education, as Reviewed in 1832, 1839, 18Jt6, and 1862. 4 Important Secondary Authorities relating to the development of elementary schools, the work of Bell and Lancaster, and pictures of the condition of education at various periods. Barnard, Henry. History of Public Education in England; in Barnard's Jr., X, 323-531. Barnard, Henry. Charity School Sermon (Rev. Jos. Parr) ; in Barnard's Jr., XXIII, 365-368. (Same in ''Barnard.) Barnard, Henry. History of Pai'ochial Schools; in Barnard's Jr., XXVI, 641- 644. *Barnard, Henry. English Pedagogy, Old and New. (2d Series.) fBARNARD, Henry. National Education in Europe. CoRNWALLis, C. F. The Philosophy of Ragged Schools. (Small Books on Great Subjects Series, Vol. XVIII.) DONALSON, Jas. Lectures on the History of Education in Prussia and Eng- land. Ellis, A. Caswell. Sketches of the Growth of the Sunday-School Idea; in Ped. Scm., Ill, 382-384. JFitch, J. G. Educational Aims and Methods. Gill. John. Systems of Education. Harris, J. H. Robert Raikes; the Man and his Work. Holman, H. English National Education. Lecky, W. E. H. England in the 18th Century, VI. Till-: \iMJTi:i:y,ni ck.mi in i\ ksclwd. 278 Leitcii. .Tas. I'nictical Ediicatioiiulist.H anil iJieir Systcni.i. Mac'AILAY, Lord. Jlitttory of England, 1. Meiklejohx, J. M. D. Ah Old Educational Reformer, Dr. Andrew Bell. SoiTiiEY, llOBT. and C'liAS. C. The Life of Iter. Andrew Bell, II. Sydney. \Vm. C. Em/land mid the Enyli.'^h in the ISth Century, II. Tkaill, H. D. Social Enyhnul, VI. 5 Jinpditant .Sceondaiy Autlioiities iclatiiifjr to tlie old books used by children. A.sHTO.v. Joiix. Chiip Boohs of the JSth <'enlury. Baknakd, Henry'. A-B-C Books and Primers; in Hi .Jr., XII, 50.3-000. Same art. in XXVIII. 8.')5-860. Field, Mrs. E. M. The Child and His Book. IIazlitt, Wm. Carew. Schools, School-Boohs, and Schoolniustcrs. *TrER, Andrew W. History of the Horn Book. fTi'ER, Andrew \\'. Old Fashioned Children's Boohs. JTiER, Andrew W. I'oraotten Children's Boohs. 6 Works relatinj? to the recent history and present condition of English education. AcLAND, A. 11. D.. and Smith, H. L. Stvdies in Secondary Education. Bailey', M. E. Hints on Introducing the Kindergarten System into English Infant Schools. Balfour, Graham. The Educational Systems of Great Britain and Ireland. Bremner, C. S. Education of Girls and Women. Ik'TLER, N. M. Some Phases of Present Educational Problems in Europe; in Educ. Rev., VII, :^o()-•.i(n) . (Also in Proc. V. E. A. for 1894.) Campbell, Lewis. On the yutionali.'iation of the Old English Universities. EscoTT, T. H. S. England : Its Peojile, Polity, and Pursuits. tFiTCH, J. G. Educational Progress in England; in Educ. Rev., XXI, 325-339. §FiTCii, J. G. Secondary Education in England; in Educ. Rev., I, 306-312. ^FiTCH, .1. G. The religious Issue in the London Schools; in Educ. Rev., IX, l.)9-171. Gregory, Robert. Eloncntari/ Education. Heinig, Ai.bert. Comnurcial p]chKation in Germany and England; in Sch. Rev., X, 124-137. flliLL, \Vm. K. Educational ilovements in England: in ,Sch. Rev., VI, 514-526; VIL 79-91; Vill, 1-10, .507-519; X, 19.V207. Holm AX, H. English National Education. Laurie, S. S. The Training of Teachers. Macxamara, T. J. The Work of tlie London School Board; in Educ. Rev., XII, 1-15. Maltbie, Milo Roy. English Local Government of To-day: in Col. Univ. Studies in Econ. Hist, and Pub. Law, IX, 1897-98, 1-29G. National Association for the Promotion of Technical and Secondary Edu- cation. Annual Reports, 1887-88 to date. **i 279 THE NINETEENTH CENTURY IN ENGLAND. Rep. Com. Educ. Reports of U. S. Commissioner of Education, Vol. I, as follows: Title of the Article. Report. Pages. Detailed view of the educational system in England Religious and moral training in public elementary schools in England and Wales Brief view of the system, with current statistics Educational system of Scotland, with good historical survey Elementary Education in London and Paris. A comparison. Brief view of systems of England and Scotland with cur- rent statistics and comparison with (1876) (Eng- land) and 1880 ( Scotland) Secondary and technical instruction in Great Britain Educational system of Ireland Elementary education in Great Britain and Ireland, 1892 Technical Instruction in Great Britain Brief view of elementary edvication in Great Britain Religious instruction under the London School Board Great Britain and Ireland, statistics and movements, 1893. Systems of England and Scotland, same for 1894 Report of the Royal Commission on Secondary Education, with accompanying paj^ers, etc The English education bill of 1896, and its importance Education in Great Britain and Ireland, with a detailed statement of the development of the English system . . . Statistics, legislation, 1897 " Elementary education in London Recent proposals pertaining to the administration of the system ; to the improvement of the teaching force ; the extension of the curriculum; secondary education; universities and colleges Brief view of the systems of elementary education in Eng- land, Ireland, Wales, and Scotland, with current and comparative statistics: details of current movements; education bill of 1899 . Development of English secondary schools for boys (Aron- stein) . Table of dates of foundations Brief conspectus of the English system of elementary edu- cation ; current statistics ; new legislation ; higher elementary schools; secondary education; Universities. 1888-1889 78-111 1888-1889 438-457 1889-1890 237-248 1889-1890 187-236 1889-1890 263-280 1890-1891 125-134 1890-1891 135-150 1890-1891 151-164 1891-1892 97-104 1891-1892 10.5-137 1892-1893 203-208 1892-1893 208-218 1893-1894 16-5-185 1894-1895 257-273 1894-189.5 583-712 1895-1896 79-121 1895-1896 123-135 1896-1897 .3-14 1896-1897 1.5-27 1897-1898 133-167 1898-1899 3-65 1899-1900 4.5-84 1899-1900 1167-1243 Ross, Geo. W. The Schools of England and Germany. Sharpless, Isaac. English Education. Spalding, T. A. The Work of the London School Board. Stanley, E. L. Our National Education. *Ware, Fabian. Educational Reform: the Task of the Board of Education. Wyatt, Chas. Manual and Continuation Schools and Technical Schools. Works relating to the history and present condition of the great secondary schools. Arnold, Edward (Publ.). Great Public Schools. Aronstein, Dr. Ph. The Development of English Secondary Schools for Boys; in Rep. U. S. Com. Educ, 1899-1900, I. 45-83. Barnard, Henry. Thomas Arnold as a Teacher (Eliot) ; in Barnard's Jr., IV, 545-581. Browning, Oscar. Introduction to Educational Theories. Carlisle, Jas. H. Ttco Great Teachers; Ascham and Arnold. CoRBiN, John. School-Boy Life in England. THE NINETEENTH CENIIRY IX ENGLAND. 280 *FiTCH. J. G. Thomas and Matthew Arnold. tFiTCH, J. G. Educational Progress in i:njrlanil ; in Ednc. Rev., XXI, 325-339. ttFi'i'tH, J. G. The Keport of the Ivoyal C'omiiiissidn 71 ~i ?i f i ; I ri C^ CJ CC CC CC CC C^l C^ C-l C^5 Cl C^ M , ■noisiA t>?ooot>Oi^HCCOO'MCsos3a^o?;i LtosoO'McC'Moatoaiicr^c-ii gri i-lr-lrtr-li-(i-ir-.r-li-ii-ii-i,-i,-(,-i,-i,-,r-l.-(rHriC^flC^(N«^c)rJl ■UOISIA s § 2 ;£ .-^ g ^ X ;^ 2 ."' ^. '~ ;?. "^ S£ ■» ° "' =^ « ~' ■^"» '■- o => =» ^> '^ •R R ^ 't '■•. '^ ~! ^ -r ^ '^ "! ~ *! '~ ~ ^ — — n i~ X t^ i- ■— -o o o 0-. CO ^o-. X 1^1^ -j; •-",-; .c .-!.-: -^ -^-ji-^-j-S -^ i-^ t^ t^ t~ t^ i^ i-^ r~ t> t-^ ^ tr^ oo W S ■UOISIA •so}B)s pajni-l — * ^o 3? :S3 1^ ^ Ci lT iC "T •r i.t t"^ 1^ Ci ^^ 30 O ^f oc '-0 '^ «-< *-• •** 1*^ 1^ -r 1— I ^J ^ * * "* ~; "^ ^'J '-'• ~. '-^ -^ *'■■ ■" " '- '- f — '-c >-* — 5J cp. nai -T i~ r: — f~ 2 2 2 £• S £■ L: '-^ j^ '" '"• '"• * * =^ ~ 3^ = — « c^ '^ I*: -i -x aj x" ri C-; — ■ I Jg ^ .-^ 1-1 :M r^ ,-1 ,-, rt r-, r- 1- .-^ ,-, ,-, rH -1 CI CI CI C-4 !M CI C^l -I Tl TJ ~1 CI K O M U5 .■: — O " : t r" ri '5 '?c ^c CI tc • ^ ^ c^ 1^ o o » -^_ ^ o o r^ 1^^ c^ ifc CI iC 'w -^ i^ ^ i^ as ci I ■•c r-^ 1-' »' X x sc 00 cc » 00 o ' V^ l^ ;J — !— -^ r: =2 V "■ ^Z 5 "^ -'^ ^ ^ — '-^ *^ 1^ '^ CC 1^ CC OS CI O — O X ' uwsiAiu ua<>4>0AV ci ci cic. cicicacicicjMc-icicicic-iciciMMMTrcceccccoccccMT,: O Pi P & !l Q I' !zi P4 a _o C "O Q W UOISIA -1(1 iBJjuao mao>i :!:s;?S^S?^::8§g2S2?S?^;gSJ£S£SS?i2:;::£S8?5 W M c^ c-i d (N c^ ci ci ci ci ci cm" ci ci ci o ci ci c4 c^ cu';iCiniC.Cic-xSl--XXXx5£o25o5c = ="5 ?2 ?S S -o S ?^ ?"^ ^ *> ~' °c ~' ''' <« X o ic X S-. ^ t^ o -I ~- !■- 0-. -^. t^ « ■^ -^ ■': '^ °9 '"^ t": '": =0 ■■= '^ '■^ « « «5 X 3i ;n S 5: o b ^ ^ — l^ S :::; Kj c •UOISIA goi ci c^ c^ c^ M ci c^' ^ c^ crci ci ci c>i c^ c^' c-i c4 (N cj CO C5 TC cc « ec « CO "- ' '■ -"^ JJ'"' "-I ^ "-I ^ '•^ "^ "'-"-^ « >- '-' ^ --^ ^ CI O M CI C) CI C-I CI CI CI M C^ ■uoisiAiQ ujo;saAV 2SSS'SsiS'2'2i^l;B2'iSi""=^"'=^^^^^^^^ •S 'UOISIA a -la lBJ;ua5 qpovj °:'";^'-r'-^-:*-:"^='=«'— '— ' — r-u-^ou-oxx-icixcr. xx~JV5 g; ^ Sj JJ - S^- j^ = j= 2 g; I; l;: « ^- 2 S "^ '~ ^' '^ 2 - 9 <= •:: "y "^^i y^ ■5 'UOISIA o -lo: I'Bjju'ao qinos "?"^'^1°"-'™'^<';'^i'-:"'''505''i=smtoo>c^Or-'Oinxc^eo-a'qcJO^_cJt^c=oo — tcos-r.-o.-i-.tcMXi-lcoccor •saij-B^s P^liafl rH "^ »—( 00 -^ r-J 1-H O C'J C" r- ? I X ^- i^ -n* :C C-t I-^ I C^i CO ffi x o cc -ri c^i O o o — ' 3-! a; o o '— '^i ^ ■ r/*. 1-.^ »».i ^1 »-^ ,-^ -^ -— IE rs rs _-. X. :rr rs ^ TT- sJ -r _ CC- CO M (N CC CC CC f? M C I CO CC C~ ^ J. I I I I '-5 ■:5 'J; S 2 2 !=! 2! " >£ -j: t^ X : 05 cs 3s c: : -r iC ^ I^ c 295 EUROPEAN INFLUENCES ACTING ON AMERICAN EDUCATION. Progress of School Expenditure. state or Territory. Total Amount Expended for Schools. 1870-71. 1879-80 1889-90. 1899-1900. Expended Per Capita of Population. 1870- 71. 1879- 1889- 90. 1899- 1900. United States North Atlantic Division. South Atlantic Division South Central Division . North Central Division . Western Division 9,107,612 I $78,094,687 $140,506,715 $213,274,354 $1.75 $1.56 $2.24 $2.83 North Atlantic Division : Maine New Hampshire Vermont Massachusetts Rhode Island Connecticut New York New Jersey Pennsylvania South Atlantic Division : Delaware Maryland District of Columbia , Virginia West Virginia North Carolina , Soutn Carolina Georgia Florida , South Central Division : Kentucky Tennessee , Alabama , Mississippi Louisiana Texas Arkansas Oklahoma ... North Central Division : Ohio Indiana Illinois Michigan Wisconsin Minnesota Iowa Missouri.. North Dakota South Dakota Nebraska Kansas. Western Division : Montana Wyoming Colorado New Mexico Arizona Utah Nevada Idaho Washington Oregon California 29,796,8.35 3,781, .581 4,854,834 28,430.033 2,244,329 28,538,0.58 5,130,492 4,872,829 35,285.635 4,267,673 48,023,492 8,767,165 10,678.680 62,823,563 10,213,815 83,465,675 14,173,185 14.290,931 84,802,319 16.542,244 2.38 .63 .73 2.14 2.15 1.97 .68 .55 2.03 2.41 2.76 .99 .97 2.81 3.37 3.98 1.36 1.05 323 4.08 • In 1898-99. 2 Approximately. 3 In 1889-90. *In 1897-98. 5 In 1896-97. 950,662 418,545 499.961 5.579,363 461,160 1,496,981 9,607,904 2,302.341 8,479,918 1.53,.509 1,214,729 373,535 .587,472 .577,719 177,498 275,688 292,000 129,431 1,075,000^ 7.58.000'- 370,000= 950,000 .531,834 (mO.OOO-^ .520,000' 1,067,991 565,339 446.217 4,983,900 526,112 1,408,375 10,296,977 1,873,465 7,369,682 207,281 1,-544,367 438,567 946,109 707,5.53 376,062 324,629 471,029 114,895 1,069,030 744,180 .500.000' 830,705 411,858 1,030.000'' 287,056 1,327,.553 844,333 711,072 8,286,062 I 884,966 ; 2,1.57,014 17,.543.880 3,340,190 12,928,422 275,000= 1,910,663 905,777 1.604,509 1,198,493 714,900 4.50,936 1,190.3.54 516,533 2,140,678 1,.526,241 890,000= 1,109,575 817.110 3,178,300 1,016,776 6.831,035 2,897, .537= 6,656„542 i 2,840,740 1,932,.539 960,.5.58 3,269.190 1,749 019 23,000= 365,.520 904,323 35,600= 7,000= i 67,395 ! 4,900= i I 117,000=; 85,000= 19,003 35,000= 160,000= 1,713,431 7,166,963 4,491,850 7,014,092 2.775.917 2,177,023 1,328,429 4,484,043 2,675,364 245,000 1,108,617 1,818,337 78,730 28.504 395,227 28,973 61.172 132,194 220,245 38,411 112,615 307,031 2,864,571 10,602.238 5,245,218 ll,ti45,126 5,349,366 3,801,212 4,187,310 6,382,9.53 5,434,262 f 626,949 [ 1,199,630 3.376,332 4,972,967 364,084 225,000= 1,681,379 85,000= 181,914 394,685 161.481 169,020 9.58,111 805,979 5,187,162 1,712,795 1,051,2651 1,074,222 13.826,243 l,.570,895i 3,189,249 .33,421,491 6,142,.520' 21,476,995 =275,000^ 2,912,.527i 1,228,133 1,971,2641 3,215,321 931,143* 894,004 1,980,016 765,777 2,6.50,190= 1,751,047 923,464 1,306,186 1,135,125 4.469,014 1,369,810 686,095 13,335,211 8,1,S8.089 17,7.57,145 6,.539,146' 5,493,370 5,630,013 7,978,060' 78,16,0.50 1,440,892 1,. 598,757 4,403,222 4,622,364 8.54,069 2.53,.551 2,793,648 343,429 299,730 1,073,-586 224.622 400.043 1,795,795* 1,.594,420 6,909,.351 1.51 1.30 1.51 3.73 2.05 2.74 2.17 2.48 2.36 1.21 1.53 2.77 .47 1.26 .16 .38 .24 .66 ..59= .36= 1.11 .71 .74= 1.02= 2.52 1.70= 2.57 2.33 1.70 2.06 2.70 .99 [• 1.29= 2.61 2.24 1.62* .71= 1.44 .05= 1.28= 1.93= 1.17 1.30= 1.65= 2.93 1.65 1.63 1.34 2.80 1.90 2.26 2.03 1.66 1.72 1.41 1.65 2.47 .63 1.14 .27 .33 .31 .43 .65 .48 .40= .73 .44 .65« .36 2.24 2.27 2.28 1.70 1.65 1.70 2.76 1.23 1.81 2.45 1.83 2.01 1.37 2.03 .24 1.51 .92 3..54 1.18 1.50 1.76 3.31 2.01 2.24 2.14 3.70 2.56 2.89 2.92 2.31 2.46 1.63= 1.83 3.93 .97 1.57 .44 .39 .65 1.32 1.15 .86 ..59= .86 .73 1.42 .90 2.89 2.39 3.04 2..55 2.25 3.22 3.34 2.03 f3.43 13.65 3.19 3.48 2.76 3.71= 4.08 ..55= 3.05 1.90 3.53 2.00 2.74 2.57 4.29 2.47 2.58' 3.13 4.93, 3.66 8..51 4.60 3.34' 3.41 =1.60» 2.47' 4.41 1.08' 3.35 .51* .67 .89 1.45 1.29= .87 .50 .86' .82 1.47 1.04 1.72 3.21 3-30' 3 68 2.74' 2.66 321 3.63' 2..52 4.,52 3.98 4.12 3.14 3.51 2.74 5.18 1.76 2.44 3.88 5.30 2.47 3.75* 3.85 4.65 EUROPEAN INFLUENCES ACTING ON AMERICAN EDUCATION. 296 The School Revenue Analyzed. Average Amount Raised Per Taxpayer (i. e., Per Adult Male). State or Territory. (1899-1900 unless otherwise indicated.) United States North Atlantic Div South Atlantic Div. South Central Div. . North Central Div.. Western Division .. Pi ^ $0.45 .17 .22 .55 .69 .59 North Atlantic Div.: I Maine ! N. H. (1898-99) Vermont Massachusetts R.I. (1898-99) Connecticut New York . — New Jersey (1898-99). Pennsylvania . South Atlantic Div.: Delaware (1889-90)'.. Maryland (1898-99) .. Dist. of Columbia ... Virginia (1898-99).... West Virginia j N. C. (1897-98) -1 South Carolina Georgia Florida South Central Div.: Kentucky (1890-97).. Tennessee I Alabama Mississippi (1898-99). Louisiana Texas Arkansas Oklahoma.. North Central Div.: Ohio Indiana (1897-98)... Illinois ! Michigan (1898-99). .j AVisconsin Minnesota ', Iowa (1898-99) Mi.ssouri North Dakota South Dakota Nebraska Kansas Western Division : Montana Wyoming Colorado New Mexico Arizona Utah Nevada Idaho Wash. (1897-98) Oregon California .89 .00 .49 .20 .14 .58 .11 .44 .00 1.24 .18 .00 .11 .19^ .15 .00 .44 .27 .24 .38 .42 .17 1.52 .11 .00 $1.72 $7.34 .23 .93 .67 .46 .33 1.30^ .20 .69 ■l.bl .00 1.74 1.07 .00 1.05 .54 .00 .00 .46 5.87 .62 .63 1.38 .41 2.00 1.93 i.a^ 1.04 3.19 9.99 2.80 2.00 9.00 6.85 $1.15 2.17 .55 .31 .96 .69 1.57 .31 .83 .00 .99 1.16 1.63 4.34 3.14 .12= 2.37 .00 2.30 1.62' 1.96 1.95 2.31 .68 2.66 .00 1.93 2.11 .94 303 1.38 1.05 1.53 2.35 .74 .99 1.04 1.26' .00 1.13 .00 2.14 .54 .00 .00 .00 .00 7.05 .23 4.08 .59 2.79 5.95 6.76 6.30 16.26 10.43 8.50 10.53 0.98 8.39 4.32 5.92 15.74 2 25 6.15 .06 .41 .77 4.06 2.22 3.32 4 1.59 2.39 1.33 3.23 3.59 9.41 7.23 11.77 7.38 7.98 6.. 59 12.79 5.88 9.48 12.85 7.45 9 87 6.13 5 42 11.09 .65 4.47 10.55 5.18 3.98 3 93« I 5.60 .00 1 8.29 5.75 6.29 .00 .74 .12 .14 .42 .65 3.72 .01 2.69 .00 1.10 .00 .14 .94 .37 .57 .76 .22 .40 .33 .50 .14 .19 .19 .07 1.17 .47 .69 .57 .64 .91 2.15^ 1.51 1.03 .15 .67 3.37 .39 .45 61 1.91 .00 1.00 .95 .02 1.03 .24 1.44 .23 6 $10.66 14.33 5.50 4.71 11.69 11.32 8.41 7.81 8.44 16.60 11.98 10.89 15.99 11.77 14.22 5.68 9.57 15.74 4.80 8.90 2.54 2.93 4.28 5.23 5.52 3.93 2.81 4.26 3.69 6.07 4.79 5.81 11.64 11.20 13.75 9.47 10.26 11.30 is . a S < Per Cent, of the Whole Revenue Derived From— $9.79 16.39 3.67 3.14 11.07 17.86 8 $1.09 .87 L50 1.50 1.05 .63 4.2 10.41 11.00 10.48 21.55 14.23 13.89 19.20 12.94 14.16 5.68 8.49 17.77 3.21 6.30 1.52 1.61 2.61 3.87 4.09 2.62 1.69 2.44 2.42 4.14 3.07 5.% 11.35 10.29 13.63 10.06 9..39 11.28 14.53 13.10 1 8.73 7.39 14.90 16.72 15.66 15 73 13.10 12 38 ; 1133 9.63 1 6.58 18.04 ' 7.08 14.78 13 61 • 24.74 7.70 8.03 5.70 8.91 16.04 12.95 11.66 24.40 §.42 11.61 : 10.40 19.27 1 11.11 14.68 12.68 2045 ! .81 .71 .81 .77 .84 .78 .83 .89 1.00 1.00 1.13 .91 1.49 1.41 1.67 1.81 1.64 1.35 1.35 1..50 1.66 1.75 1..V2 1.46 1.56 .97 1.03 1.09 1.01 .94 1.09 1.00 1 11 1.18 .89 1.00 1.06 1.18 .36 .48 .55 .96 .64 1.24 .48 .73 .54 .76 .62 1.2 3.9 11.8 5.9 5.2 10 16.1 11 68.9 10.8 10.5 0.0 5.8 1.2 1.1 5.3 07 3.7 00 21.8 1.8 0.0 2.4 2.1» 5.8 0.0 10.3 13.9 69.7 15 2 35.1 51.0 10.0 39.3 42.5 6.4 8.9 77.1 8.1 28.2 18.7 3.9 9.9 0.0 8.3 10.6 10.2 36.9 22.0 2.2* 24.7 0.0 48.0 18.1' 77.1 66.5 54.1 13.1 60.5 70.8 86.5 74.6 98.0 87.1 78.0 65.8 59.3 59.0 76.0 61.8 100.0 46.9 69.1 2.2 14.0 17.9 77.7 4.4 48.2 40.3 ' 7.2 0.0 84.5 13.6 68.7 4 9.8 49.6 37.3 4.6 25.4 64.8 251 49.9 22.0 2.3 288 67.5 0.0 18.1 61.8 2.0 13.2 80.9 8.3 20.9 64.6 4.8 .5.4 85.6 4.8 10.5 78.0 1 3.2 10.1 77.8 1 11.53 11.2' 58.3 , 1.4 88.0 7.9 12.9 67.3 30.7 0.0 63.6 0.0 13.7 82.1 13.3 4.1 56.9 9.4 0.0 87.1 0.0 0.0 93.4 14.8 0.0 76.5 4.0 0.0 81.5 0.0 91.5 8.5 0.0 4.0 78.5 2.8 25 4 65.8 50.4 5.1 44 4 7.3 33.1 47.3 6.0 37.8« 53.9 12.4 0.0 74.6 3.3 45.4 49.6 1 6.1 0.0 9.6 9.7 08 3.5 6.1 23.3 0.1 19.0 0.0 11.7 0.0 2.7 10.7 14.9 19.5 17.7 4.0 7.1 8.3 17.7 3.3 5.2 30 1.4 20.1 3.9 6.2 4.2 6.7 8.9 19.0* 10.6 11.9 5.7 4.2 25.7 3.5 6.6 8.7 14.5 0.0 17.5 6.0 0.1 12.3 2.3 13 1.7 ' Approximately. 2 State appropriation for colored schools. 3 In 1897-98. ♦Not reported. 5 Includes receipts from bonds sold. o Includes some local funds. 297 EUROPEAX lyFLlEyCES ACTIXG ON AMERICAN EDUCATION. F. Bibliography. Adams. H. B. Thos. Jefferson and the University of Virginia (U. S. Bu. Educ. Circ. Information, No. 1, 1888). Barxard, Henry. Rob't Owen and Factory PoiJulations; in BarnanVs Jr., XXVI, 411-412. Barxard, Henry. Sam'l Wilderspin and Infant Schools; in Barnard's Jr., XXVII, 897-000. Barnard, Henry. Pestalozzianism in the United States; in Barnard's Jr., XXX, 561-572. *Barnard, Henry. Pestalozzi and Pestalozzianism. IBarnard, Henry. Kindergarten and Child Studg Paj)ers. Blow, Svsan E. Kindergarten Education : in Education in the United States (Monographs: N. M. Butter, editor). BoESE, Thos. Puhlic Education in the City of New York. Bourne, — . History of the Puhlic School Society (of X. Y.). BoYKiN, Jas. C4. Physical Training; in Rep. U. S. Com. J?(Zwc., 1891-1892, I, 451-594. *Bro\vn. Elmer E. History of Secondary Education in America; in School Review, VI, VII (see Index), t Brown, Elmer E. The Making-of Our Middle Schools. JBrown, Mariana G. Sunday-School Movements in America. Campbell. Douglas. The Puritan in Holland, England, and America. Clews, Elsie W. Educational Legislation and Administration of the Colonial Governments. DeGarmo, Chas. Herhart and the Herhartians. Draper, A. G. Public School Pioneering in New York and Massachusetts; in Educ. Rev., Ill, 313-336, IV, 241-252, V, 345-362, VIII, 112-115. Eggleston, Edw. The Transit of Civilization. *FiSKE, John. The Beginnings of New England. fFiSKE, John. The Dutch and Quaker Colonies in America. Ford, Paul L. The New England Primer. Harris, W. T. Early History of the Kindergarten in St. Louis; in Rej). U. S. Com. Educ, 1896-1897, I, 899-922. Hartwell, E. M. Physical Training in American Colleges (U. S. Bu. Educ. Circ. Information, No. 5, 1885). *Hinsdale, B. a. Notes on the History of Foreign Influences upon Education in the U. 'S.; in Rejh U. S. Com. Educ, 1897-1898, I, 591. fHiNSDALE, B. A. Documents Illustrative of American Educational History; in Rep. U. S. Com. Educ, 1892-1893, II, 1226. KrI'SI, Hermann. Pestalozzi; his Life, Work, and Influence. *Martin, Geo. H. Evolution of the Massachusetts Puilic School System. tMARTiN. Geo. H. Compulsory Education in Massachusetts; in Proe. N. E. A., 1891, 404-406. J Martin, Geo. H. Public School Pioneering in New York and Massachusetts; in Educ. Rev., IV, 34-46, V, 232-242. Meriwether, C. History of Higher Education in S. Carolina (U. S. Bu. Educ. Circ. Information, No. 3, 1883). Monroe, W. S. Joseph Neef and Pestalozzianism in America; in Education, XIV, 449-461. EUROPE AX lyFLlEXCES ACTIXG OX AMERICAX EDUCATION. 298 Powell, L. P. History of Edncuiion in Dclaicarc (U. S. Bu. Educ. Circ. In- formation, No. 3, 1893). Kandall, S. S. History of the Common School System of the State of Xcw York, since ITJo. Smith, Chas. L. History of Education in X. Carolina (U. S. Bu. Educ. Circ. In- formation, No. 2, 1888). *Stei?cer, B. C. History of Education in Maryland (U. S. Bu. Educ. Circ. In- formation, No. 2, 1894). t'STEiXER, B. C. History of Education in Connecticut (U. S. Bu. Educ. Circ. Information, No. 2, 1893). Stockwell, Tiios. B. History of Public Education in Rhode Island, 1636-1816. TOLMAN, W. H. History of Higher Education in Rhode Island (U. S. Bu. Educ. Circ. Information, No. 1, 1894). Wickersiiam, Jas. p. History of Education in Pennsylvania. WiGHTMAN, Jos. M. Annals' of the Boston Primary School Committee, 1S18- ISoo. J o ty ty . ^ , , , , , t : C>c-Cxrvv>v,-«»^ D O^j sy^^\^ i&-^ INDEX. Page. Abelard ^-> ^^ Academy movement in America 284 Adelhard 84 Agricola, Rudolph 113 Albert the Great 93 Alcuin 62, 67-09 Alexandria and its school 32 Alexandria, tatliechetical school of 50 Alfred the C4rcat 63 Anselm, St 92 Aquinas, St. Thomas 93 Arab Learning 80 Archimedes 32 Aristophanes 30 Aristotle ^}' ^^ Ascham, Roger 165-167 Assyrian Education 10 Astronomy, Arab ^vork in 81 Astronomy, European at the time 83 Athenian Education 25 Babylonian Education 10 Bacchants and A, B, C Shooters 125 Bacon, Francis 173-174 Bacon, Roger 83, 94 Barbaric Invasions 56 Basedow, Joh. H 207-209 Bede 62 Bell and Lancaster 264, 286-288 Benedictines 58, 59 Berlin December Conference 236 Berlin, University of 234 Board Schools, Development of 273 Boccaccio 109 Boethius 77 Bologna, University of 99 Bonaventura 93 Books, scarcitv of 59 Brahe, Tycho'. 172 Braunschweig 138 Brinslev, John 170 Burgh ' schools .89, 124, 125 Calvin. John 131, 132 Cambridge, University of 101 Campe, Joachim H 208 Capella, Martianus 77 Cassian 51, 58 Cassiodorus 77 Catechetical schools 50 Cathedral schools 72, 122 Chaldean Education 10 Charity schools 124 Charity schools in England 263 I'AGE. Charlemagne and his work 67 Chemistry, Arab work in 81 Chemistry, European at tlie time 83 Chinese Education l'* Chivalry 87 Chivalric education 88, 124 Christian Education, Early 47 Chrj'soloras, Emmanuel HO Cities, Rise of free 89 Clement of Alexandria 50 Cogswell, Dr 291 Colet, John ;• -^^^ Comenius, J. A 179-187 Comenius, text-books -182 Communal colleges of France 244, 246, 249, 251 Confucius 14 Constantine of Salerno 98 Constituent Assembly — the 197 Conversions, dates of 58 Copernicus, N 1 J2 Cowley, Abraham 170 Crusades, the 88 Dame schools 125 Dante 79, 109 Demia, Father 155 Descartes, Ren6 174 Diesterweg, Adolf 216, 225, 236 Dinter, Gustav Fr 216 Dominicans 93 Duke Ernst the Pious 184 Dury, John 170 Edgeworth, Richard & Maria 266 Egyptian Education 8 England — Secondary Schools 274 England — Present status of education in 275-276 England and Ireland during the Early Middle Ages 62 Episcopal schools 60, 72 Eton School 159 Erasmus 112, 114 Eratoshenes 32 Erigona, John Scotus 92 Ernesti 201 Euclid 32 Expenditure Per-capita — In America 294 In England 273 In France 252 Expenditure — Progress in in America 295 300 301 INDEX. Page. Felbiger, Joh. Ign 205 Fellenberg Manual Labor movement in America 292 Fenelon, Abb6 de 153-154 Feltre, Vittorino de 110 Feudalism 87 Fichte's Addresses 233 France — ^Statistics on progress of primary education 252, 254 Francke, Aug. Herm 200 Francke's " institutions " 200 Franklin, Benj 284, 290 Frederick the Great 203-206 Frederic II 84 French school system — present status of 252-258 Frick, Otto 221 Froebel, Fr. W 224-230 Galileo 173 Geographical discovery 117 Gerbert 71, 84 German Schools, in 17th C 140 German schools, Percentage enrolled 235 German Schools, present status 237-239 German Universities — American students in 291 Gesner, J. M 201 Gilbert, Wm 173 Grammar Schools, endowed 125 Greek Education 23 Griscom, John 291 Grocyn 116 Groote, Gerhard 112 Guarino, Battista Ill Guilds 89 Guilds schools 124 Guizot 247 Gymnasium, Greek 29 Halle, University of 200 Harnisch, Chr. Wm 216, 236 Hartlib, Samuel 170 Hebrew Education 18 Hecker, Julius 200 • Hegius, Alexander 113 Herbart Club 222, 293 Herbart, Joh. Fr 219-223 Hindu Education 12 Hoole, Chas 170 Hospitals : 124 Humboldt, Wm 233 Ilypatia 32 Ignatius 32 Illiteracy in Europe 281 Illiteracy in France — In 1790 196 In Haute-Marne 197 1790-1897 249 Illiteracy in Germany, 1865-1898 235, 236 IlliteracA' in Great Britain 273 Page. Infant Schools — ■ In France 247 In England 266 In America 288-289 Ireland during the Early Middle Ages 62 Isidore of Seville 77 Jansenists 151-153 Jetlerson, Thos 290 Justin Martyr 32 Jesuits \ 131, 143-145, 196 Jesuit Education 145 Kant, Immanuel 202 Kepler, John 173 Kindergarten, History of 228 Kindergarten in America 228, 292-293 Kindergarten in England 266 Kindergarten, Nature of 227-228 Kindermann, Ferd 205 Kriisi, Hermann 213 La Chalotais' Essay 196 Lancaster and his system — In England " 264 In America 286-288 Lange, Karl 222 La Salle 154-155 Law of 1833 247-248 Learned Societies, rise of 175 Legislative Assembly, The 198 Liberty of Insti'uction in France 248, 251 Lily, John 116, 180 Linacre 115 Locke, John 187-189 Lombard, Peter 92 Louis XIV; ordinance of 1698 154 Loyola, Ign 143 Luther, Martin 130, 134-136, 139 Lycees- of France 244, 246, 249, 251 McClure, Wm 291 Maintenon, Madame de 155 Mann, Horace 288 Marenholtz-]?ulow, Baroness 225 Maria Tlieresa 205 Mathematics, Arab work in 80 Mathematics, European at the time 83 Mathematics, Arab translations 84 Mayo, Chas .' 266, 288 Medicine and Surgery, Arab work in 82 Medicine and Surgerv, European at the time. 83 Melancthon, Philip . ! 136, 139 Melancthon's Saxony Plan 137 Merchant Taylor's School 161 Milton, John 167-168 Monasteries, Supjiression of 160 Monaster^y, daily life in 71 Monastic Education, Beginnings of 51 Monastic schools.. .- . .60, 72, 123 Monitorial system 264-266, 286-288 Montaigne ." 149-150 Mulcastet-, Richard 108-170 INDEX. 302 Page. Napoleon's Law of 1802 244 National Convention, the 198 Neander, M 13!) Neef, Jos 2!)1 Newton, Sir Isaac 174-17.3 Normal School of Paris 198, 245 Nuremberg, earlj' schools in 114 Ockham, \\illiaui of 93 Odysscv 38 Oswego Normal School 288, 291 Otto ill (if Oermany 71 Overberg, Bernard 21(j Owen, Kobt 2GG, 288 Oxford, University of 101 Paris, University of 100 Pascal, Jacqueline 155 Peabody, .Miss 292 Persian Education 17 Pestalozzi 210-219 Pestalozzian methods in Germany ..... 233, 234 Pestalozzian methods in America 291 Pestalozzian methods in England 260 Pettv, Sir Wm 170 Petrarch 109 Physics, Arab work in 81 Physics, European at the time 83 Piccolomini, Aeneas Svlvius Ill Pietism, Pase of ' 200 Plato 31 Platter's Autobiographv 113. 125 Plutarch ." 39 Polvcarp 32 Port Royalists 151-153 Prague, University of 102 Printing, Invention of 116 Printing, Spread of 116, 117 Ptolemy 32 " Public School " foundations 160 Puritans in Massachusetts 282 Quadrivimn 76 Quesnay de Beaurcpaire 290 Quintilian 39, 40 Rabanus ^Muurus 71, 79 Rabelais, Er 147-148 Raikes, Robt 263, 285 Ramus, Pierre 147 Ratke, Wolfgang 178-179 Reformation, Schools before 122 Rein, Wm 222 Reuchlin, John 113 Revival of Learning in Italy 109 Revival of Learning in England llo Revival of Learning in Netherlands and Germany 112 Ritterakademieen 140 Roehow. Fr. E. von 208 Rolland's Report 196 Rollin 156-157 Roman Education ;}() Rousseaw, J. J 190-194 Pa(;e. St. Augustine .49, 50, 77 St. Augustine the Missionary 02 St. Benedict 58 St. Columba 62 St. Jerome 50 St. Louis, Kindergarten in 293 St. Martin 51 St. Paul's School 116, 159 Salamanca, L^niversity of 101 Salerno. University cf 99 Salzmann, Chr. G •.208 Saxony Plan, the 137 Schola.sticism 92 School attendance. Increase in — In America 293 In Germany ^. 235 In England 2 School expenditure — See Expenditure. School Reveiuie. in America 296 School term. Length of — In America, 1871-1900 294' / Scotland, education in 162 'Scotus, Duns 93 Seven Liberal Arts 76 Societies, Educational In America 284-286. 288 In England 266-267 Socrates 30 Song Schools 124, 125 Soi)hists, The ' 30 Stow, David 266 Stoy, Karl V 221 Sturmius, John 139 Spartan Education 24 Spencer, Herbert 231-232 'Sundav Schools — In England 263 In America 285-286 Sylvius, Aeneas Ill Tallevrand's Rapport 198 Talmud, The 19 Trivium 76 Trotzendorf , V 438 Ulphilas, work of 58 Universities, Rise of the 98 University of France 245 Reorganization of 251 Vergeriiis, Petrus Paulus 110 Vives 147 Wessel. John 1 ] ."J Wilderspin, Sani'l 266. 288 Winchester School 158-159 Wolf, Yv. Aug 201 Wolff, Christian 201, 203 Wfirtemberg School System 137 Xenophon 31 York, the school at 62 Ziller. Tuiskon 222 Zwingli 131. 136 This book is DUE on the last date stamped below ik JikLucAtioa 14- D 000 432 960 3 UNIVERSITY of CALIFORNIA AT LOS ANGELES LIBRARY